A study on using constructivist approach for mathematics education classes for pre-service early childhood teachers

Chunghee, Chung，; Hong, Hee ju

doi:10.18023/kjece.2014.34.5.007

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…그 럼에도 불구하고 영유아 보육 •교육 현장에서 구성주의적 수학 교사교육을 실행한 연구는 부족한 실정이다. 창의적인 교수법으 로 교사의 수업이해, 참여, 활동, 만족도를 살펴본 연구와 (Yoo, 2012), 구성주의적 교육으로 수학에 대한 태도, 수학교과교육학 지식, 수학교수효능감을 살펴본 연구 (Jung & Hong, 2014), 탐 구중심 교사교육으로 교사의 수학교수능력 함양을 살펴본 연구 (Kim, 2016) (Lassonde. et al, 2008 (Kim, 2009).…”

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Effects of Constructivism-Based Teacher Education Program for Supporting Infant’s Mathematical Inquiry Activity on Variables Related to Infant Teacher’s Mathematics Teaching

고은지¹,

김지현²

2020

Fam. Environ. Res

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This study helps infant teachers practice a constructivism-based teacher education program that supports infant mathematical inquiry activities and examines improvements in mathematical teaching knowledge, mathematical teaching initiatives, mathematical interaction, constructivism belief and mathematical teaching efficacy. Twenty two experiment group infant teachers and twenty two comparison group infant teachers were chosen at two workforce educare centers. The experiment group infant teachers participated in 18 sessions of a constructivism teacher training program for 8 weeks, but the comparison group infant teachers did not take part in the program. Pretest and post-tests were implemented for the mathematical teaching knowledge, mathematical teaching initiatives, mathematical interactions, constructivism belief and mathematical teaching efficacy in the experiment group. Independent sample t-test and ANCOVA were tested using Windows SPSS statistics 21.0. The homogeneity test for the experiment and comparison group revealed significant differences. ANCOVA was carried out after the pretest score was controlled as a co-variance. Significant differences were indicated in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. The results indicated that a constructivism-based teacher education program to support infant mathematical inquiry activities influenced improvements in mathematical teaching knowledge, mathematical teaching initiative, mathematical interaction, constructivism belief and mathematical teaching efficacy. This study proved the effects of the program based on constructivism theory content for the knowledge, skills and attitude about infant teaching of mathematical initiatives and practiced a program of exploration, investigation, application and assessment for infant teachers. The results can help infant teachers teach mathematical exploration activities and help activate infant mathematical exploration activities.

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Effects of Constructivism-Based Teacher Education Program for Supporting Infant’s Mathematical Inquiry Activity on Variables Related to Infant Teacher’s Mathematics Teaching

고은지¹,

김지현²

2020

Fam. Environ. Res

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The Effects of Problem-Solving Mathematical Activities Preservice Early Childhood Teachers' Mathematical Attitude and Mathematics Teaching Efficiency

jeoung¹,

홍달아기²

2016

kjhe

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A study on using constructivist approach for mathematics education classes for pre-service early childhood teachers

Cited by 2 publications

References 9 publications

Effects of Constructivism-Based Teacher Education Program for Supporting Infant’s Mathematical Inquiry Activity on Variables Related to Infant Teacher’s Mathematics Teaching

Effects of Constructivism-Based Teacher Education Program for Supporting Infant’s Mathematical Inquiry Activity on Variables Related to Infant Teacher’s Mathematics Teaching

The Effects of Problem-Solving Mathematical Activities Preservice Early Childhood Teachers' Mathematical Attitude and Mathematics Teaching Efficiency

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