The purpose of this study is to see parent's perception and demands about the mathematics education for infant and young children. I formed the research questions like this.
1. What is the parent's perception about the purpose of the mathematics education for infants and young children and how i...
The purpose of this study is to see parent's perception and demands about the mathematics education for infant and young children. I formed the research questions like this.
1. What is the parent's perception about the purpose of the mathematics education for infants and young children and how is it different according to children's age?
2. What is the parent's perception about the content of the mathematics education for infants and young children and how is it different according to children's age?
3. What is the parent's perception about the method of the mathematic education for infants and young children and how is it different according to children's age?
4. How is the mathematics education for infant and young children at home performing now and how is it different according to children's age?
5. What are the parent's demands on children's mathematics education of institutions?
The subjects of this research were 326 parents who send their children to the 11 kindergartens and child care center located in the Seoul and Gyonggi province and it is analyzed by using the questionnaire which is the instrument of this research. The questionnaire consists of 42 questions which are general background, the purpose of mathematics education, the content of mathematics education, the method of mathematics education, the performing situation of mathematics education, the demand of mathematics education part.
The questionnaire was distributed and collected from parents after the experts examined it on the fairness and appropriateness. For the analysis of results, I performed Chi-square test for the cross analysis according to variations and calculated average, frequency analysis, standard deviation, percentage according to the questions. The results of this research are summarized as follows.
First, the finding indicates that all purposes suggested by parents are considered to be important as a result of high scores in general on what the parent's perception regarding the purpose of mathematics education is and how it is different according to children's age. Among them, 'they have the confidence on mathematics' and 'they build creative access ability in case of the mathematical problem situation' are considered to be the most important factors. When we looked at children's age, it showed the significant differences that parents of infants showed higher response rate than those of young children for questions like 'they build the fundamental ability for counting numbers, addition, or subtraction' and 'they build the fundamental ability in mathematics for the preparation of entering the elementary school'.
Secondly, the result of what the parent's perception on the content of mathematics education presents that they want us to teach more advanced level content in part among the content of mathematics education and it is different from children's age. Especially in case of counting numbers, 72.1% of parents between 0-2 age want us to teach their children the level of education between 3-5 age level and 76.0% of parents between 3-5 age want us to teach them the level of first grade of elementary school. In case of 'addition and subtraction', 67.4% of parents between 0-2 age want us to teach them the level of education between 3-5 age and even 12.2% of them want the level of the first grade of elementary school. Moreover, 86.4% of parents between 3-5 age want us teach their children the level of the first grade of elementary school. 31.0% of parents responded that it is hard for them to understand the range of mathematics so as to teach their children directly fitting children's development level, so they want us to teach the advanced level of content ahead of kid's age. I can say that we have to educate and help parents for their understanding and perception change appropriately based on the comparison and connection with the educational process of the first grade.
Thirdly, the result of the research what is the parent's perception about the method of the mathematics education and how is it different according to children's age is following. Parents think that general things are the most effective textbook or tool for children's mathematics education. They also think that the method through play and the method through our daily life would be the most effective way for children to access mathematic. When we consider parents of age 3-5, it showed the significant difference that 50.7%, mathematics instrument set such as Montessori, Gabe, Orda- 31.2% and mathematics educational material- 19.5, of parents preferred the commercialized and standardized textbook and instrument. All parents said that kindergartens' and child care centers' teacher are the most appropriate people for mathematic education and the reason is that they know the most about children's development characteristics and trend.
Fourth, the finding of how is the mathematics education for children at home performing now and how is it different according to children's age is following. Most parents think that mathematics education is necessary, but it differs from children's age that infant's parents want them to learn from the infant period while young children's parents want them to learn from the young children period. Most parents educate mathematics to their children at home in their daily life, but parents who have 3-5 ages educate their children with a visiting teacher rather than teaching them by parents at home. The hard thing when parents teach mathematic to their children directly is their lack of expert knowledge on children's mathematics education and they obtain information about children's mathematics education from friends, neighbors, relatives and Internet.
Lastly, the finding that what are the parent's demands on mathematics education of institutions is following. Most parents are satisfied with the mathematics education at institutions. Some of them are not satisfied with it because kindergartens and child care center don't teach the mathematics education. Even if parents are satisfied with the mathematics education at institutions, it is contradiction because 72.5% of them are still doing the private education through visiting teachers, teaching materials, private schools. Parents are not satisfied with the kindergarten's and child care center's mathematics education because they think that a kindergarten doesn't seem to do mathematics education, it is hard to teach children individually based on individual differences, we don't know what it teaches, so I can assume that parents don't know much about mathematic education at a kindergarten and child care center. As a result, they feel that it is necessary to teach mathematic to their children at home with private education. Thus, we have to inform parents of incorporated education process related to mathematic in a way children are interested in. They want us to use mathematics instrument set(Montessori, Gabe, Orda) as a mathematics education material at a kindergarten and child care center. It is the contradiction result of this research because parents said that the most effective textbook or instrument is general things(real thing), so I can see the difference between their perception and real action. For the question of what you want us for mathematics education, they want us to teach children by having them access mathematic in a pleasant way followed by giving information on children's mathematics education, necessity of parent education, family connection and communication. I can conclude that we have to inform parents of the purpose, method, content, about proper mathematics education by providing parent's education and information so that their perception and real action are the same.
The purpose of this study is to see parent's perception and demands about the mathematics education for infant and young children. I formed the research questions like this.
1. What is the parent's perception about the purpose of the mathematics education for infants and young children and how is it different according to children's age?
2. What is the parent's perception about the content of the mathematics education for infants and young children and how is it different according to children's age?
3. What is the parent's perception about the method of the mathematic education for infants and young children and how is it different according to children's age?
4. How is the mathematics education for infant and young children at home performing now and how is it different according to children's age?
5. What are the parent's demands on children's mathematics education of institutions?
The subjects of this research were 326 parents who send their children to the 11 kindergartens and child care center located in the Seoul and Gyonggi province and it is analyzed by using the questionnaire which is the instrument of this research. The questionnaire consists of 42 questions which are general background, the purpose of mathematics education, the content of mathematics education, the method of mathematics education, the performing situation of mathematics education, the demand of mathematics education part.
The questionnaire was distributed and collected from parents after the experts examined it on the fairness and appropriateness. For the analysis of results, I performed Chi-square test for the cross analysis according to variations and calculated average, frequency analysis, standard deviation, percentage according to the questions. The results of this research are summarized as follows.
First, the finding indicates that all purposes suggested by parents are considered to be important as a result of high scores in general on what the parent's perception regarding the purpose of mathematics education is and how it is different according to children's age. Among them, 'they have the confidence on mathematics' and 'they build creative access ability in case of the mathematical problem situation' are considered to be the most important factors. When we looked at children's age, it showed the significant differences that parents of infants showed higher response rate than those of young children for questions like 'they build the fundamental ability for counting numbers, addition, or subtraction' and 'they build the fundamental ability in mathematics for the preparation of entering the elementary school'.
Secondly, the result of what the parent's perception on the content of mathematics education presents that they want us to teach more advanced level content in part among the content of mathematics education and it is different from children's age. Especially in case of counting numbers, 72.1% of parents between 0-2 age want us to teach their children the level of education between 3-5 age level and 76.0% of parents between 3-5 age want us to teach them the level of first grade of elementary school. In case of 'addition and subtraction', 67.4% of parents between 0-2 age want us to teach them the level of education between 3-5 age and even 12.2% of them want the level of the first grade of elementary school. Moreover, 86.4% of parents between 3-5 age want us teach their children the level of the first grade of elementary school. 31.0% of parents responded that it is hard for them to understand the range of mathematics so as to teach their children directly fitting children's development level, so they want us to teach the advanced level of content ahead of kid's age. I can say that we have to educate and help parents for their understanding and perception change appropriately based on the comparison and connection with the educational process of the first grade.
Thirdly, the result of the research what is the parent's perception about the method of the mathematics education and how is it different according to children's age is following. Parents think that general things are the most effective textbook or tool for children's mathematics education. They also think that the method through play and the method through our daily life would be the most effective way for children to access mathematic. When we consider parents of age 3-5, it showed the significant difference that 50.7%, mathematics instrument set such as Montessori, Gabe, Orda- 31.2% and mathematics educational material- 19.5, of parents preferred the commercialized and standardized textbook and instrument. All parents said that kindergartens' and child care centers' teacher are the most appropriate people for mathematic education and the reason is that they know the most about children's development characteristics and trend.
Fourth, the finding of how is the mathematics education for children at home performing now and how is it different according to children's age is following. Most parents think that mathematics education is necessary, but it differs from children's age that infant's parents want them to learn from the infant period while young children's parents want them to learn from the young children period. Most parents educate mathematics to their children at home in their daily life, but parents who have 3-5 ages educate their children with a visiting teacher rather than teaching them by parents at home. The hard thing when parents teach mathematic to their children directly is their lack of expert knowledge on children's mathematics education and they obtain information about children's mathematics education from friends, neighbors, relatives and Internet.
Lastly, the finding that what are the parent's demands on mathematics education of institutions is following. Most parents are satisfied with the mathematics education at institutions. Some of them are not satisfied with it because kindergartens and child care center don't teach the mathematics education. Even if parents are satisfied with the mathematics education at institutions, it is contradiction because 72.5% of them are still doing the private education through visiting teachers, teaching materials, private schools. Parents are not satisfied with the kindergarten's and child care center's mathematics education because they think that a kindergarten doesn't seem to do mathematics education, it is hard to teach children individually based on individual differences, we don't know what it teaches, so I can assume that parents don't know much about mathematic education at a kindergarten and child care center. As a result, they feel that it is necessary to teach mathematic to their children at home with private education. Thus, we have to inform parents of incorporated education process related to mathematic in a way children are interested in. They want us to use mathematics instrument set(Montessori, Gabe, Orda) as a mathematics education material at a kindergarten and child care center. It is the contradiction result of this research because parents said that the most effective textbook or instrument is general things(real thing), so I can see the difference between their perception and real action. For the question of what you want us for mathematics education, they want us to teach children by having them access mathematic in a pleasant way followed by giving information on children's mathematics education, necessity of parent education, family connection and communication. I can conclude that we have to inform parents of the purpose, method, content, about proper mathematics education by providing parent's education and information so that their perception and real action are the same.
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