The purpose of this study was to develop a storytelling mathematics education program for young children using picture books and to verify the effect of the program on the mathematical ability and mathematical disposition of young children. In order to accomplish the purpose, research questions were...
The purpose of this study was to develop a storytelling mathematics education program for young children using picture books and to verify the effect of the program on the mathematical ability and mathematical disposition of young children. In order to accomplish the purpose, research questions were set up as follows: [Research Question 1] How is the storytelling mathematics education program for young children using picture books organized? 1-1. What are the goals and objectives of the storytelling mathematics education program for young children using picture books? 1-2. What is the content of the storytelling mathematics education program for young children using picture books? 1-3. What is the teaching-learning method of the storytelling mathematics education program for young children using picture books? 1-4. What is the evaluation of the storytelling mathematics education program for young children using picture books? [Research Question 2] What is the effect of the storytelling mathematics education program for young children using picture books? 2-1. What is the effect of the program on the mathematical ability of children? 2-2. What is the effect of the program on the mathematical disposition of children? In [Research Question 1], a draft proposal of the program was drawn based on the previous research to verify the effect of the storytelling mathematics education program for young children using picture books. After feasibility review by 4 early childhood education experts, the purpose, goal, teaching content, teaching-learning method, and evaluation of the draft proposal for the program were reorganized. In the preliminary study, the applicability of the draft proposal to school was verified by 2 experts and 2 teachers for early childhood education and then the storytelling program using picture books was developed. In [Research Question 2], the effect of the storytelling mathematics education program for young children using picture books on the mathematical ability and mathematical disposition of young children was verified. Population of the study consisted of 54 children who were 5 years old in two classes at L kindergarten in Seoul. The experimental group and the control group consisted of 27 children respectively. For research tools, the ‘Infant Drawing Mathematical Ability Test’ tool developed by Hae Ik Hwang and Hye Jin Choi (2007) to measure mathematical ability of children and the mathematical disposition test for children developed by Se Eun Youn (2011) were selected for pre-test and post-test. The program was applied in a total of 20 sessions, 2 times a week for 10 weeks from November 14, 2016 to February 3, 2017. The storytelling mathematics education program for young children using picture books was implemented for the experimental group. Mathematics education for young children based on Nuri Project’s life topics was implemented for the control group. The collected data were analyzed using SPSS 22.0 program and ANCOVA was performed as statistical method to verify the effect of the program. The results of the study are summarized as follows. First, the storytelling mathematics education program for young children using picture books aimed to ‘understand the concepts and principles of basic mathematics and develop mathematical ability and mathematical disposition to solve problems’. The sub-goals are ‘to understand basic mathematical concepts’, ‘to experience mathematical situations in everyday life’, ‘to use mathematical reasoning methods’, ‘to explore in order to solve mathematical problems’, ‘to perform mathematical communication and expression’, and ‘to have an interest in and a positive attitude to mathematics’. The content of the program consisted of a total of 20 activities, 4 sessions for each area of mathematics including ‘number and calculation’, ‘space and figures’, ‘measurement’, ‘regularity’, and ‘data collection and results’. The program was implemented twice from the basic level to the deepening level, centered on 1 picture book, taking account of the activity before, during, and after storytelling as well as the repeated reading in the form of repetition-deepening rather than just simple repetition. In addition, a total of 10 picture books were selected, 2 picture books for each of the five content areas of mathematics education. Each volume was subjected to 2 sessions from the basic level to the deepening level, constituting a total of 20 sessions. Program evaluation consisted of evaluation of children and evaluation of program. For evaluation of children, self-evaluation by children and evaluation by teacher’s observation of children were conducted. For evaluation of program, evaluation of children’s response, evaluation of teacher, mathematical ability test, and mathematical disposition test were carried out. Second, verification of the effect of the program developed shows that in the mathematical ability of children, the experimental group was significantly higher than the control group in the whole mathematical ability and the sub-areas including ‘algebra’, ‘number and calculation’, and ‘geometry’. However, there was no difference in the sub-area of ‘measurement’. Regarding the mathematical disposition of young children, there was no difference between the experimental group and the control group in the whole mathematical disposition and in the sub-areas including ‘self-confidence’, ‘self-checking’, and ‘interest’. However, ‘flexibility’, ‘persistence’, and ‘applicability’ in the sub-areas were significantly higher in the experimental group than in the control group. In conclusion, the storytelling mathematics education program for young children using picture books developed in this study was found to be effective for the development of mathematical ability and mathematical disposition of young children due to its efficient organization connecting various aspects including the purpose, goal, content, teaching-learning method and evaluation of the program. These results suggest that this program is applicable in the field as an alternative mathematics activity program for young children that would promote the development of mathematical ability and mathematical disposition of young children.
The purpose of this study was to develop a storytelling mathematics education program for young children using picture books and to verify the effect of the program on the mathematical ability and mathematical disposition of young children. In order to accomplish the purpose, research questions were set up as follows: [Research Question 1] How is the storytelling mathematics education program for young children using picture books organized? 1-1. What are the goals and objectives of the storytelling mathematics education program for young children using picture books? 1-2. What is the content of the storytelling mathematics education program for young children using picture books? 1-3. What is the teaching-learning method of the storytelling mathematics education program for young children using picture books? 1-4. What is the evaluation of the storytelling mathematics education program for young children using picture books? [Research Question 2] What is the effect of the storytelling mathematics education program for young children using picture books? 2-1. What is the effect of the program on the mathematical ability of children? 2-2. What is the effect of the program on the mathematical disposition of children? In [Research Question 1], a draft proposal of the program was drawn based on the previous research to verify the effect of the storytelling mathematics education program for young children using picture books. After feasibility review by 4 early childhood education experts, the purpose, goal, teaching content, teaching-learning method, and evaluation of the draft proposal for the program were reorganized. In the preliminary study, the applicability of the draft proposal to school was verified by 2 experts and 2 teachers for early childhood education and then the storytelling program using picture books was developed. In [Research Question 2], the effect of the storytelling mathematics education program for young children using picture books on the mathematical ability and mathematical disposition of young children was verified. Population of the study consisted of 54 children who were 5 years old in two classes at L kindergarten in Seoul. The experimental group and the control group consisted of 27 children respectively. For research tools, the ‘Infant Drawing Mathematical Ability Test’ tool developed by Hae Ik Hwang and Hye Jin Choi (2007) to measure mathematical ability of children and the mathematical disposition test for children developed by Se Eun Youn (2011) were selected for pre-test and post-test. The program was applied in a total of 20 sessions, 2 times a week for 10 weeks from November 14, 2016 to February 3, 2017. The storytelling mathematics education program for young children using picture books was implemented for the experimental group. Mathematics education for young children based on Nuri Project’s life topics was implemented for the control group. The collected data were analyzed using SPSS 22.0 program and ANCOVA was performed as statistical method to verify the effect of the program. The results of the study are summarized as follows. First, the storytelling mathematics education program for young children using picture books aimed to ‘understand the concepts and principles of basic mathematics and develop mathematical ability and mathematical disposition to solve problems’. The sub-goals are ‘to understand basic mathematical concepts’, ‘to experience mathematical situations in everyday life’, ‘to use mathematical reasoning methods’, ‘to explore in order to solve mathematical problems’, ‘to perform mathematical communication and expression’, and ‘to have an interest in and a positive attitude to mathematics’. The content of the program consisted of a total of 20 activities, 4 sessions for each area of mathematics including ‘number and calculation’, ‘space and figures’, ‘measurement’, ‘regularity’, and ‘data collection and results’. The program was implemented twice from the basic level to the deepening level, centered on 1 picture book, taking account of the activity before, during, and after storytelling as well as the repeated reading in the form of repetition-deepening rather than just simple repetition. In addition, a total of 10 picture books were selected, 2 picture books for each of the five content areas of mathematics education. Each volume was subjected to 2 sessions from the basic level to the deepening level, constituting a total of 20 sessions. Program evaluation consisted of evaluation of children and evaluation of program. For evaluation of children, self-evaluation by children and evaluation by teacher’s observation of children were conducted. For evaluation of program, evaluation of children’s response, evaluation of teacher, mathematical ability test, and mathematical disposition test were carried out. Second, verification of the effect of the program developed shows that in the mathematical ability of children, the experimental group was significantly higher than the control group in the whole mathematical ability and the sub-areas including ‘algebra’, ‘number and calculation’, and ‘geometry’. However, there was no difference in the sub-area of ‘measurement’. Regarding the mathematical disposition of young children, there was no difference between the experimental group and the control group in the whole mathematical disposition and in the sub-areas including ‘self-confidence’, ‘self-checking’, and ‘interest’. However, ‘flexibility’, ‘persistence’, and ‘applicability’ in the sub-areas were significantly higher in the experimental group than in the control group. In conclusion, the storytelling mathematics education program for young children using picture books developed in this study was found to be effective for the development of mathematical ability and mathematical disposition of young children due to its efficient organization connecting various aspects including the purpose, goal, content, teaching-learning method and evaluation of the program. These results suggest that this program is applicable in the field as an alternative mathematics activity program for young children that would promote the development of mathematical ability and mathematical disposition of young children.
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