창의적 문제해결(CPS) 모형에 기초한 유아수학교육 프로그램이 유아의 수학개념 및 창의적 문제해결력에 미치는 효과

초록

The purpose of this study is to examine the effect of a creative problem solving(CPS) model-based mathematics education program on young children’s mathematical conception understanding and creative problem solving ability. An experiment was carried out to find out the application effect of the CPS model-based young children's mathematics education program with 36 children of five years old at two child-care centers in Daejeon City (experiment group, n=18; control group, n=18) during a period of 12 weeks from April 5 to June 30, 2017. In order to verify the effect of the program, pre- and post-tests of mathematical conception understanding and creative problem solving ability were carried out. And then based on collected data, ANCOVA was carried out to verify group differences. The application effects of the CPS model-based young children's mathematics education program are as follows. First, children in the experiment group who took part in the CPS model-based young children's mathematics education program presented a higher statistically significant improvement in the score of mathematical conception understanding than children in the control group did. Second, children in the experiment group who took part in the CPS model-based young children's mathematics education program presented a higher statistically significant improvement in the score of creative problem solving ability than children in the control group did. These findings seem to present the fact that the CPS model-based young children's mathematics education program developed in this study is appropriate for applying to the early childhood education of five years old children as a useful education program which has differentiated values from the conventional mathematics education programs.

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