본 연구는 유아의 수학적 태도와 능력이 교수-학습과정에 미치는 영향을 알아보기 위하여 수학적 태도 및 능력 수준에 따라 집단을 구성하고 상, 하집단간 역동적 평가의 훈련검사점수, 전이검사점수, 학습잠재력점수의 차이를 분석하였다. 유아의 수학적 태도와 능력은 모든 수학내용의 교수-학습과정에 영향을 미치는데 특히 높은 수준의 수학적 태도는 교수단계를 거치면서 이미 학습한 유형 또는 보다 높은 난이도의 문제해결에서도 영향을 미치며 낮은 수준의 능력을 상쇄시킬 정도의 교수효과를 보였다.The purpose of this study was to research the relations of mathematical attitudes, abilities, and learning potentiality under teaching-learning situation. We examined the differences of young child's problem-solving in the process of dynamic assessment based on the level of Mathematical attitudes and abilities. 108 kindergarteners were tested by dynamic preschool assessment tools and mathematical attitude rating scale.
The research questions were as follows:
First, are there any differences of training-test score between 4 groups based on the level of mathematical attitudes and abilities?
Second, are there any differences of transfer-test score between 4 groups based on the level of mathematical attitudes and abilities?
Third, are there any differences of learning potential score between 4 groups based on the level of mathematical attitudes and abilities?
The level of mathematical attitude and ability both are related to training-test, transfer-test and learning potentiality. Attitudes are the better, teaching effect and learning potentiality are the higher. Also abilities are the better, teaching effect and learning potentiality are the higher. The high-level attitudes can compensate for the low-level abilities under teaching-learning situation.