몬테소리 수학교육이 유아의 수학개념 발달에 미치는 효과

Abstract

Montessori math education for young children not only provides good teaching methods to elevate young children's math learning effect as far as possible, but also serves to increase their math interest within the limits of the possibility by using a variety of practical math teaching tools .. The purpose of this study was to define the effect and characteristics of Montessori math educational methods, by making a comparison of young children's math concepts in Montessori kindergarten, where Montessori math education was conducted, and in other kindergarten, where Montessori math education was not adopted. The findings of this study were as follows: Before Montessori math education was implememted, if there was any difference between young chuldren's basic math concept in Montessori kindergarten and other kindergarten, including ciassification, seritation, number, space, measurement and seriation of events, was inverstigated. As a result, there was no disparity between the experimental group and the comparative group, and the two groups also were identical in gender and age. After Montessori math education was carried out, the same investigation was made again. As a result, the preschool children who received Montessori math education owned better basic math concepts, including classification, seration, number, space, measurement and, than the young children who didn't receive Montessori math education. This suggested Montessori math education was effective for enhancing basic math concepts. In both comparative and experimental groups, gender and age didn't make any difference to the concepts of classification, seriation and four number concept, the 4-year-old children of the comparative group showed more excellent number concept than the other children of the same group, and the girl children were superior in number concept to the boy children in the experimental group. For space perception competence, the girl children of the comparative group had better space perception competence than the boy children of the same group. Yet the age and gender dinder didn't make any difference to the space perception competence of the children in the expermental group. The measurement ability of the compartive group members was different according to gender or age, and the same ability of the experimental group children was different according to age. In particular, the 5-year-old children who received Montessori math education was more superior in measurement ability. As stated above, the preschool children who received Montessori math education had significantly better math concept than the preschool children who didn't. And the older children's math concept was more excellent.