본 연구는 메타포를 활용하여 유아교사들이 과거에 경험했던 수학과 현재유아교사로서 가르치면서 경험하는 유아수학에 대해 어떤 인식을 갖고 있는지를 탐색 하고, 과거의 경험과 현재의 경험과의 관계를 알아보고 교육적 의미를 도출하는데 목적이 있다. 이를 위해 2015년 11월 28일부터 12월 14일까지 공립유치원 교사 261명 을 대상으로 메타포 질문지로 자료를 수집하였다. 수집된 자료는 Moser(2000)의 메타 포 분석방법론을 근거로 분석 후, 연구자를 포함한 3인이 내용분석방법을 실시하였다. 분석결과 유아교사가 과거에 경험했던 수학에 대한 메타포는 어렵고 알 수 없었던 수학, 정답이 있었던 수학, 숫자와 공식이었던 수학, 생활 속 기초로서의 수학, 재미있 었던 수학, 양면성을 가진 수학으로 범주화되었다. 현재 유아교사로서 가르치면서 경험하는 유아수학에 대한 메타포는 즐거운 놀이를 통한 수학, 일상생활 속 수학, 가르치기 어려운 수학, 수 개념으로서의 수학, 첫걸음으로서의 수학으로 범주화되었 다. 또한 과거의 수학 경험과 현재 수학 경험과의 관계를 보면, 과거에 경험한 수학에 대한 인식이 현재 교사로서의 유아수학에 대한 인식과 관련이 있긴 하지만 반드시 일치하는 것은 아니었다. 본 연구는 유아수학 교육을 위하여 유아교사를 위한 직전교 육과 현직 교사를 위한 연수에 대한 필요성을 시사한다.
The purpose of this study is to explore early childhood teachers' metaphorical images of mathematics and mathematics for young children, and to investigate the relationship between past mathematical experience and current experience of teaching mathematics to young children. For this purpose, 261 early childhood teachers of public kindergarten participated in the study. Metaphor questionnaires were collected from November 28, 2015 to December 14, 2015. The collected data were analyzed by the metaphor analysis methodology of Moser (2000) and by content analysis method. The results of the study were as follows. First, the teachers' metaphors on mathematics were categorized into 6 categories: mathematics as a difficult and muddling subject, a subject with correct answers, numbers and formulas, the basics of life, an interesting subject, and a double-sided subject. Second, the teachers' metaphors on current experience of teaching mathematics to young children were categorized into 5 categories: mathematics as a pleasurable play, everyday experience, a difficult-to-teach subject, number concepts, and a first step. Third, the teachers' past and present mathematics experiences were somewhat related, but not necessarily the same. The study implies that training programs for pre-service and in-service teachers are needed for the education of mathematics for young children.
The purpose of this study is to explore early childhood teachers' metaphorical images of mathematics and mathematics for young children, and to investigate the relationship between past mathematical experience and current experience of teaching mathematics to young children. For this purpose, 261 early childhood teachers of public kindergarten participated in the study. Metaphor questionnaires were collected from November 28, 2015 to December 14, 2015. The collected data were analyzed by the metaphor analysis methodology of Moser (2000) and by content analysis method. The results of the study were as follows. First, the teachers' metaphors on mathematics were categorized into 6 categories: mathematics as a difficult and muddling subject, a subject with correct answers, numbers and formulas, the basics of life, an interesting subject, and a double-sided subject. Second, the teachers' metaphors on current experience of teaching mathematics to young children were categorized into 5 categories: mathematics as a pleasurable play, everyday experience, a difficult-to-teach subject, number concepts, and a first step. Third, the teachers' past and present mathematics experiences were somewhat related, but not necessarily the same. The study implies that training programs for pre-service and in-service teachers are needed for the education of mathematics for young children.
