유아의 즉지하기와 수학적 개념과의 관계
The relationship between children's subitizing and their mathematical conceptualization
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본 연구는 유아의 즉지하기와 수학적 개념과의 관계를 밝히는 것을 목적으로 한다. 본 연구의 대상은 전라북도 G시에 소재한 5개 어린이집의 만 3, 4, 5세 유아 210명이다. 연구결과, 첫째, 유아의 즉지하기는 연령이 증가함에 따라 발달되었으나, 성별에 따라서는 차이가 없었다. 특히, 유아의 즉지하기는 만 3세에서 만 4세 사이에 크게 발달되었다. 둘째, 유아의 수학적 개념은 연령에 따라 유의미한 차이가 있었으나, 성별에 따라서는 유의미한 차이가 없었다. 셋째, 유아의 즉지하기 능력과 수학적 개념에는 정적인 상관이 있었다. 이러한 결과는 즉지하기가 유아수학교육의 주요 내용으로 포함되어야 하며, 즉지하기 활동을 통해 유아의 수학적 능력을 향상시킬 수 있는 활동을 개발할 필요성을 시사해준다.
Abstract
This study investigates the relationship between young children's subitizing, that is their ability to quickly and accurately judge the number of objects in a set without using mathematical skills, and their mathematical conceptualization. Subjects were 210 children (70 three-year-olds, 70 four-year-olds, and 70 five-year-olds) at two day care centers located in G City, Jeollabuk-do. The results of this study are as follows: First, subitizing was most developed in the older group and least in the youngest group and thus could be seen to increase with age. Gender was not a significant factor in the increased development of the skill. The development of subitizing was most conspicuous between the group of 3 year-olds and the group of 4 year-olds. Second, mathematical conceptualization improved with age and, again, gender played no significant role. Third, there was a significant positive relationship between children's subitizing and their mathematical conceptualization. Especially, there was a significant positive relationship between subitizing and knowledge of the sub-elements of mathematical concepts. These strong relationships strongly demonstrate both that subitizing should be an important component in children's mathematical education and that it is necessary to develop subitizing activities to improve their mathematical conceptualization.
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