본 연구는 수학개념이 포함되는 신체활동이 유아 수학능력에 미치는 영향을 알아보는 데 그 목적이 있다. 본 연구의 대상은 강원도 I군에 위치한 S초등학교병설유치원 만 5세 유아 16명(실험집단)과 I초등학교병설 유치원의 만 5세 유아 14명(통제집단)으로 총 30명이 참가하였다. 연구 도구는 유아의 수학능력을 알아보기 위하여 김지영(2005)이 개발한 유아수학능력 검사 도구를 사용하였다. 연구결과는 수학개념이 포함되는 신체 활동이 수학과 신체의 분리된 활동보다 유아의 전반적인 수학능력의 향상에 긍정적인 영향을 미치는 것으로 나타났다.

The purpose of this study was to make a comparison of the effect of young children's mathematical ability physical activity including mathematical concepts. For this, the research questions were posed as below. 1. What is the effect of physical activity including mathematical concepts on young children's mathematical ability? 1) What is the effect of physical activity including mathematical concepts on young children's ability in number and operation? 2) What is the effect of physical activity including mathematical concepts on young children's ability in algebra? 3) What is the effect of physical activity including mathematical concepts on young children's ability in geometry? 4) What is the effect of physical activity including mathematical concepts on young children's ability in measurement? 5) What is the effect of physical activity including mathematical concepts on young children's ability in data analysis? For this study, 14 kindergartens young children at age around 5 were selected for control group and 16 are selected for test group out of total young children in the I public kindergarten of the I primary school in I province in Kang-won state. A young children’s mathematical ability test tool developed by Ji young Kim in 2004 are used for test tools for this study in order to measure the mathematical ability of young children. In order to verify the research thesis, data analysis for the materials was undertaken through the calculation of standard deviation and average using the SPSS/for windows 17.0 program, and through the t-test among groups for the effect score. The results of this study are as follows. First, the experimental group who participated in the physical activities including mathematical concepts performed better in most areas of the mathematical ability test than the control group who participated in mathematical education physical activities(t=9.562, p< .001). Second, the experimental group who participated in the physical activities including
mathematical concepts performed better in number and operation area of the mathematical ability test than the control group who participated in mathematical education physical activities(t=6.426, p< .001). Third, the experimental group who participated in the physical activities including mathematical concepts performed better in geometry area of the mathematical ability test than the control group who participated in mathematical education physical activities(t=5.291, p< .001). Forth, the experimental group who participated in the physical activities including mathematical concepts performed better in mesurement area of the mathematical ability test than the control group who participated in mathematical education physical activities(t=8.212, p< .001). Fifth, the experimental group who participated in the physical activities including mathematical concepts performed better in analysis area of the mathematical ability test than the control group who participated in mathematical education physical activities(t=5.156, p< .001). The results of this study suggest that physical activity including mathematical concepts have positive influence on children's mathematics ability than mathematics education separated from physical activities. Physical activities including mathematical concepts were meaningful. So they can be adopted to the field of early childhood education as effective teaching methods.

• 성유정(강원 인제 서화초등학교병설유치원 교사) | Soung, Yu-Jung