본 연구는 비표준 단위를 이용한 길이 측정활동이 인지적 영역으로서의 길이 측정능력과 정의적 영역으로서의 수학 접근 태도에 어떠한 영향을 미치는지 알아보는데 그 목적이 있다. 유아의 길이 측정능력 검사는 전희영(2001)이 제작한 “길이 측정능력 검사도구”를 사용하였으며, 수학 접근 태도 검사는 Harter와 Pike(1984)가 개발한 척도를 Ward(1993)가 수정․보완하여 제작한 것으로써, 황정숙(1996)이 번안한 것을 본 연구에서도 사용하였다. 연구 결과 유아의 길이 측정능력과 수학 접근 태도 모두 비표준 단위를 이용한 길이 측정활동을 실시한 실험집단 유아와 통제 집단 유아 간에 유의한 차이가 있는 것으로 나타났다.

The purpose of this study was to investigate the effect of length measuring activity using nonstandard units on young children's ability to measure length and mathematical attitude. Findings of this study were as follows: First, there was a significant difference of young children's ability to measure length between the experimental group which was treated with the length measuring activity using nonstandard units and the control group which was not treated (p < .05). Specifically, young children's ability to measure length with direct comparison showed no significant group difference, but their ability to measure length using nonstandard units showed a significant group difference (p < .05). Second, there was a significant difference of young children's attitude toward mathematics between the experimental group which was treated with the length measuring activity using nonstandard units and the control group which was not treated (p < .05).

• 염연희 | Yeom, Yeon - Hee