Mathematics is a discipline that young children dislike most or feel most difficult about. This may be attributed to wrong experiences related to that discipline in childhood when fundamentals for mathematical skills are formed. One of the important things in childhood is to have experiences that he...
Mathematics is a discipline that young children dislike most or feel most difficult about. This may be attributed to wrong experiences related to that discipline in childhood when fundamentals for mathematical skills are formed. One of the important things in childhood is to have experiences that help form positive attitudes towards mathematics and raise confidence in it. This is why this study sought to develop a program that improves young children’s understanding of mathematical concepts and mathematical problem-solving skills. Thus, the study had the purpose of developing the program using board games and applying it to young children in order to determine the effects of that program on mathematical concepts and mathematical problem-solving skills on the part of those children. For this purpose, this study set the following research objectives.
1. Develop a program using board games that improve young children’s understanding of mathematical concepts and their mathematical problem-solving skills.
2. Test and verify the effects of that program on improving young children’s understanding of mathematical concepts and their mathematical problem-solving skills.
This study developed the program in accordance with the procedure model of program development for infants and young children that Moon Yeon-sim(2011) provided based on Taylor’s linear model and Dick & Carey’s(1996) ADDIE model. Developed in ways like in prior researches and literature, the program aimed at making young children understand basic concepts found in the board games, improve a knowledge of mathematical concepts and mathematical problem-solving skills and raise the skills of logical solving. The program was comprised of the sub-areas of mathematical concepts and mathematical problem-solving skills. It was also structured to have three steps, or introduction, development and closure. Each of the steps was given a certain teaching-learning method that help young children understand the games and voluntarily participate during the free-choice activity session. Evaluation was set to be made in two ways, child evaluation and program evaluation. Of these, the former evaluation was designed to make teachers observe and assess young children’s appreciation, interest and attitude changes before, during and after their participation in the program. While, the latter was supposed to measure the educational effects and appropriateness of the program. After developed, the 1st draft of the program was modified and supplemented through first focus-group interviews into the 2nd draft that was in turn modified and supplemented through second focus-group interviews and then its validity for preschools was verified. Through these moves, the final version of the program with 20 activities was obtained.
In order to verify the effects the finally developed program, this study selected and surveyed 19 five-year-olds attending at Y nursery in Busan and 18 five-year-olds, C nursery in the same city. For the survey, those 19 children of Y nursery was designated as the experimental group and the other 18 of C nursery, the control group. Measurement devices included the test of mathematical concepts and the test of mathematical problem-solving skills. Of these two, the former test was Kim Yeon-ok’s(2004) modified version of Barron’s(1979) mathematical concept test for diagnosis by teachers while, the latter was developed by Kim Hyeon-joo(2000) based on the rules of the development of mathematical education models for 3 to 5-year-olds. Data from the survey of the above mentioned participants were statistically processed through the t-test in accordance with PASW 18.0 program. As a result, it was found that the program using board games, finally developed in this study, is significantly effective in improving young children’s understanding of mathematical concepts and their mathematical problem-solving skills.
The conclusion of this study can be summarized as follows.
First, the study developed the program using board games, with which 20 activities are provided, whose aim to make young children understand mathematical concepts and raise mathematical problem-solving skills. For the development, this study decided the purpose, objectives and components of that program and related teaching-learning methods and evaluation processes with reference to prior researches and literature, made focus-group interviews about the program and tested and verified how much the program can be valid at preschools.
Second, the above program finally developed in this study was found effectively helping young children understand the sub-areas of mathematical concepts like classification, ranking, number conversation, ordinal numbers, space, measurement and sets. It also had positive effects on some sub-areas of mathematical problem-solving skills like understanding the basic concepts of number and having experiences related to statistics. However, the program didn’t positive influences on other sub-areas of the skills like performing classifications, ordering and understanding the basic concepts of space.
Mathematics is a discipline that young children dislike most or feel most difficult about. This may be attributed to wrong experiences related to that discipline in childhood when fundamentals for mathematical skills are formed. One of the important things in childhood is to have experiences that help form positive attitudes towards mathematics and raise confidence in it. This is why this study sought to develop a program that improves young children’s understanding of mathematical concepts and mathematical problem-solving skills. Thus, the study had the purpose of developing the program using board games and applying it to young children in order to determine the effects of that program on mathematical concepts and mathematical problem-solving skills on the part of those children. For this purpose, this study set the following research objectives.
1. Develop a program using board games that improve young children’s understanding of mathematical concepts and their mathematical problem-solving skills.
2. Test and verify the effects of that program on improving young children’s understanding of mathematical concepts and their mathematical problem-solving skills.
This study developed the program in accordance with the procedure model of program development for infants and young children that Moon Yeon-sim(2011) provided based on Taylor’s linear model and Dick & Carey’s(1996) ADDIE model. Developed in ways like in prior researches and literature, the program aimed at making young children understand basic concepts found in the board games, improve a knowledge of mathematical concepts and mathematical problem-solving skills and raise the skills of logical solving. The program was comprised of the sub-areas of mathematical concepts and mathematical problem-solving skills. It was also structured to have three steps, or introduction, development and closure. Each of the steps was given a certain teaching-learning method that help young children understand the games and voluntarily participate during the free-choice activity session. Evaluation was set to be made in two ways, child evaluation and program evaluation. Of these, the former evaluation was designed to make teachers observe and assess young children’s appreciation, interest and attitude changes before, during and after their participation in the program. While, the latter was supposed to measure the educational effects and appropriateness of the program. After developed, the 1st draft of the program was modified and supplemented through first focus-group interviews into the 2nd draft that was in turn modified and supplemented through second focus-group interviews and then its validity for preschools was verified. Through these moves, the final version of the program with 20 activities was obtained.
In order to verify the effects the finally developed program, this study selected and surveyed 19 five-year-olds attending at Y nursery in Busan and 18 five-year-olds, C nursery in the same city. For the survey, those 19 children of Y nursery was designated as the experimental group and the other 18 of C nursery, the control group. Measurement devices included the test of mathematical concepts and the test of mathematical problem-solving skills. Of these two, the former test was Kim Yeon-ok’s(2004) modified version of Barron’s(1979) mathematical concept test for diagnosis by teachers while, the latter was developed by Kim Hyeon-joo(2000) based on the rules of the development of mathematical education models for 3 to 5-year-olds. Data from the survey of the above mentioned participants were statistically processed through the t-test in accordance with PASW 18.0 program. As a result, it was found that the program using board games, finally developed in this study, is significantly effective in improving young children’s understanding of mathematical concepts and their mathematical problem-solving skills.
The conclusion of this study can be summarized as follows.
First, the study developed the program using board games, with which 20 activities are provided, whose aim to make young children understand mathematical concepts and raise mathematical problem-solving skills. For the development, this study decided the purpose, objectives and components of that program and related teaching-learning methods and evaluation processes with reference to prior researches and literature, made focus-group interviews about the program and tested and verified how much the program can be valid at preschools.
Second, the above program finally developed in this study was found effectively helping young children understand the sub-areas of mathematical concepts like classification, ranking, number conversation, ordinal numbers, space, measurement and sets. It also had positive effects on some sub-areas of mathematical problem-solving skills like understanding the basic concepts of number and having experiences related to statistics. However, the program didn’t positive influences on other sub-areas of the skills like performing classifications, ordering and understanding the basic concepts of space.
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