본 연구는 공간시각화 활동에서 교사개입을 적용한 실험집단과 비교집단 유아의 수학적 문제해결능력의 차이에 대해 알아보고자 하였다. 본 연구에서 사용된 도구는 수학적 문제해결능력 검사로 Ward(1993)가 제작한 것을 황정숙(1996)이 번안한 것을 사용하였으며, 공간시각화 활동에는 탠그램 활동과 패턴활동을 포함하였다. 교사개입은 한은숙(1996)의 7가지 유형을 5가지 유형으로 재구성하여 사용하였다. 연구결과 유아의 수학적 문제해결능력은 공간시각화 활동에서 교사개입이 적용된 실험집단이 비교집단보다 더 증진되었다.

The purpose of this study was to examine the differences of young children's mathematical problem solving ability between experimental and comparative groups, when spatial visualization activities with teacher's intervention was applied to the experimental group. Two instruments had been used in this study. First, Pictorial Test of Intelligence for Children(PTI) was used for testing group's homogeneity. PTI was Korean version of French's(1964) Pictorial Test of Intelligence(Seo, Jeong, & Choi, 1985). Secondly, Problem Solving Ability Test was used for pre- and post-tests. This instrument was originally constructed by Ward(1993) and then translated into Korean by Hwang(1996). The results of this study were as follows: 1. Teacher's intervention applied to the experimental group enhanced the ability of young children's mathematical problem solving of spatial visualization activities then comparative group(p<.01). 1-1. Recognition of similarity difference in mathematical problem solving ability sub-factors showed statistically not significant difference between two groups. 1-2 Classification in mathematical problem solving ability sub-factors showed statistically significant difference between two group(p<.01). 1-3. Patterning in mathematical problem solving ability sub-factors showed statistically not significant difference between two groups. 1-4. Measurement in mathematical problem solving ability sub-factors showed statistically not significant difference between two groups.

• 염태옥(상주시 상산초등학교병설유치원 교사) | Yeam, Tea-Ok