Total views : 240

Analysis of the Conceptual Diagrams of Preservice Early Childhood Teachers on Early Childhood Mathematics Education

Affiliations

  • Creativity and Personality Laboratory, Tongmyong University, Korea, Republic of
  • Department of Early Childhood Education, Tongmyong University, Korea, Republic of

Abstract


Objectives: The purpose of this study was to examine the conceptual diagrams of college students majoring in early childhood education on mathematics education. Methods/Statistical Analysis: The subjects in this study were 53 selected juniors who were in the department of early childhood education at a four-year university located in the city of Busan. Findings: The conceptual diagrams made by the college students consisted of super ordinate concepts and subordinate concepts. The findings of the study were as follows: First, there were 410 super ordinate concepts described by the college students about the contents of mathematics education, and they were categorized into 18 super ordinate concepts. Second, the number of the subordinate concepts that belonged to “curriculum” was higher in the conceptual diagrams of the college students on the contents of mathematics education, and the hierarchy score and saliency score of “curriculum” were higher as well. Improvements/Applications: The findings of the study suggest that the kind of education which can instill confidence in college students about early childhood math education and motivate them in everyday life is required to make math education more accessible and interesting to preschoolers.

Keywords

Conceptual Diagram, Knowledge Level, Mathematics Education, Super Ordinate Concept, The Department of Early Childhood Education.

Full Text:

 |  (PDF views: 229)

References


  • NAEYC and NCTM. Early childhood mathematics: Promoting good beginnings. National Association for the Education of Young Children; 2002. p. 1–21.
  • Kweon MR, Kim SW. A phenomenological study on play in early childhood in Korean early childhood education institutions. Indian Journal of Science and Technology. 2016 Jul; 9(26):1–7.
  • Mi SD. Educational meanings of a change of young children`s mathematical experiences from daily life in the kindergarten. Korean Journal of Early Childhood Education. 2007; 11(3):71–101.
  • Wuk LJ, Suk AG, Hyang KS. A study of informal number knowledge in three and four-year olds. Korean Journal of Early Childhood Education. 2001; 21(1):251–67.
  • Clement DH. Mathematics in the preschool. Teaching Children Mathematics. 2000; 7(5):270–5.
  • Ginsburg HP. Children’s arithmetic: How they learn it and how you teach it. 2nd ed. Austin, Tx: Pro-Ed; 1989. p. 266.
  • Hyeon LJ. Early childhood teachers' beliefs about mathematics education for young children. Korean Journal of Early Childhood Education. 2003; 23(4):207–26.
  • Hee KK, Ok NK, Woo NH. Kindergarten teacher's perception of content areas and processes of mathematics for young children. Journal of Future Early Childhood Education. 2005; 12(3):75–106.
  • Kyung AJ, Sil KY. The early childhood teacher's perception on the mathematics education. Journal of Educational Studies. 2005; 36(1):199–217.
  • Ru KS, Myeong HJ, Il KK, Kyung HH. Relationships among early childhood teachers’ awareness of mathematics education, mathematics teaching efficacy and young children’s mathematical attitudes. Korean Journal of Early Childhood Education. 2008; 25(5):141–58.
  • Kim JJ. To examine the math teaching efficacy of preschool teachers and what constituted it in a bid to discuss how their math teaching efficacy could improve. Chung-Ang graduate school; 2003.
  • Ja KH, Ock LH, Ja HS. A study of the contributing variables to kindergarten teachers' mathematics teaching self-efficacy. Korean Journal of Early Childhood Education. 2004; 24(4):199–216.
  • Ja KS, Jung KH. A study on kindergarten teacher`s understanding and actual state of the test of children`s mathematical ability. Korea Open Association for Early Childhood Education. 2006; 11(6):199–218.
  • Man K. A study of change for mathematical disposition of a young child through investigation based number activity. Graduate School of Chung Ang University; 2005.
  • Hyang KS. Development of mathematical games as an assessment tool for mathematical knowledge, mathematical process skill, and mathematical attitude in early childhood education. Graduate School Duksung Women’s University; 2004.
  • Suk KJ. The process and meaning of collaborative action for an effective management of early childhood mathematics education. Graduate School of Chung-Ang University; 2012.
  • Yeon NS. The teaching mathematical communication to improve the mathematical thinking ability. Graduate School of Education Kyung Hee University; 2002.
  • Hwa PM. A study of communication process for solving mathematical problem. Graduate School of Education Busan National University of Education; 2002.
  • Suk MJ. Improvement scheme of mathematics ability through practice mathematics writing. Graduate School of Education Taegu National University of Education; 2002.
  • Sun K, Jang JA, Kim MR. A study correlating pre-service early childhood teachers’ mathematics anxiety with mathematics teaching efficacy. The Korean Society for Early Childhood Teacher Education. 2013; 17(3):153–75.
  • Joo LY. The effects of using play in preservice teacher education for early childhood mathematics on preservice early childhood teacher`s mathematics teaching efficacy beliefs and play teaching efficacy. Journal of Young Child Studies. 2010; 13:5–15.
  • Young LE, Jung WM. A study correlating pre-service early childhood teachers' attitudes toward math with mathematics teaching efficacy. Korean Journal of Early Childhood Education. 2010; 30(4):213–29.
  • Hwa HJ. Pre-service and in-service early childhood teachers' attitudes about mathematics. Korean Journal of Early Childhood Education. 2011; 31(2):5–27.
  • Sun K. Inquiry-based math program development and its effects on instructional abilities of pre-service teacher in early childhood education. Graduate School of Chung-Ang University; 2013.
  • Yoon CJ. A study on early childhood preservice teachers’ perceptions of images of mathematics. The Korean Society for Early Childhood Education and Care. 2013; 8(2):101–30.
  • Nan H. A study on developing instructional model for flipped learning on pre-service math teachers. Communications of Mathematical Education. 2015; 29(2):197–214.
  • Dershimer GM. Tracing conceptual change in preservice teachers. Teaching and Teacher Education. 1993; 9(1):15–26.
  • Learning how to learn. Available from: http://bigthink.com/neurobonkers/learning-how-to-learn
  • Kyung HM. Analysis of the conceptual map of kindergarten teachers concerning the multi-cultural education. Graduate School of Education Pukyong National University; 2010.
  • Ik HH, Jin KM, Man KB. Analysis of conceptual diagrams of education for happiness among early childhood teachers. Journal of Korean Child Care and Education. 2013; 1–23.
  • NCTM. Available from: http://www.nctm.org/
  • Ministry of education, science, and technology. Available from: http://www.education.go.ke/
  • Suk LH, Cheon KS, Suk KC. A study on the effect of flipped learning on learning motivation and academic achievement. The Journal of Korean Association of Computer Education. 2015; 18(2):47–57.
  • Mi PK. Mathmatics concert. East Aisa: Seoun; 2006.
  • Trafton PR, Shulte AP. New direction for elementary school mathematics. New York: Natl council of Teachers; 1989. p. 245.
  • Kim SW, Lee Y. The analysis on research trends in programming based STEAM education in Korea. Indian Journal of Science and Technology. 2016 Jun; 9(24):1–11.

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.