초등학교 수학교과시간에 원예활동을 도입한 원예-수학통합교육을 실시한 결과, 아동의 수학성적이 즉각적, 직접적으로 향상되지는 않았지만, 장기적 관점에서 아동이 수학에 흥미를 가지도록 도왔다. 원예-수학통합교육프로그램에 대한 선호도 조사에서, 아동은 수학 학습에 대한 재미가 증가하였고 과목에 더 관심을 가지게 된 원인이 되었다고 하였다. 본 연구를 통해서 볼 때, 원예-수학통합교육 프로그램은 초등학교 교육현장에서 적용 가능성이 매우 높으며 수학에 대한 흥미를 높이고 학교생활의 활력을 높이는데 매우 효과적이라고 판단된다.

This study examined a 12-session horticulture-mathematics integrated education program from April 1, 2008 to July 15, 2008. The subjects were 60 elementary school students at 4th grade who are divided into an treatment group 30 students and a comparison group another 30 students. Both groups had no difference of interest in the mathematics at the beginning of the program. The study conducted a test of each mathematics unit for both the treatment group and comparison group after the program. The scores of the follow-up test reveal that the treatment group had increased interest in mathematics. The average score of the treatment group was 86.7 points, which was much higher than that of the comparison group, 66.5 points. The horticulture-mathematics integrated education program was found to improve the school children's interested in the mathematics. Based on the results of the follow-up test, 56.7% of the children show increased interest in the mathematics, and 30.0% show interest in the plants. Also, after the program, the children show improvement in their school lives. The education program was also found to help the children live more pleasantly in school. For instance, 66.7% of the children showed more interest in mathematics and 20% were more pleasant in school. The education program was also found to help parents pay attention to their children's school lives and learning.

• Hyoung Deug Kim(National Institute of Horticultural & Herbal Science, Rural Development Administration) | 김형득
• Ihnn Hye Choi(International Horticultural Program Association) | 최인혜
• Sang Mi Lee(National Institute of Horticultural & Herbal Science, Rural Development Administration) | 이상미 Corresponding author