권점례 Kwon Jeom-rae

DOI: JANT Vol.28(No.1) 1-24, 2025

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This study aims to examine the suitability of early childhood mathematics curricula from a mathematics education perspective by analyzing the continuity between the current early childhood education curriculum(including child care curriculum) and the elementary school curriculum. To this end, the study examined the curricular suitability of the 4th Standard Child Care Curriculum, the 2019 Revised Nurri Curriculum, and the 2022 Revised Mathematics Curriculum in terms of document structure and educational contents. As a result, the following conclusions were drawn. Regarding the suitability of the document structure, first, despite being national curricula, the document structures of the 4th Standard Child Care Curriculum, the 2019 Revised Nurri Curriculum for kindergarten, and the elementary school curriculum were inconsistent. Second, the early childhood education curricula, the 4th Standard Child Care Curriculum and the 2019 Revised Nurri Curriculum, failed to meaningfully reflect recent educational trends, including mathematics education. Third, there is a need to review the target age range of the early childhood mathematics curriculum. Regarding the suitability of the educational content, first, the mathematical contents in the early childhood education curriculum(including child care curriculum) was simplified, making it difficult to grasp the level and scope of the educational content. Second, there were several problems with the suitability of the educational content in terms of the continuity within the early childhood education curriculum(including child care curriculum) or between the early childhood and the first grade of elementary school.

김리나 Kim Rina

DOI: JANT Vol.28(No.1) 25-38, 2025

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Mathematical resilience may refer to the ability to cope with difficulties encountered during the mathematics learning process and to recover from failure. Mathematical resilience is one of the psychological factors that may overcome students' negative attitudes toward mathematics and psychological anxiety. In this study, I surveyed 982 elementary students’ mathematical resilience using the mathematical resilience measurement tool developed in a previous study. The statistical analysis results of the survey showed that elementary students' mathematical resilience was statistically significantly correlated with gender, grade, and school location. The specific results of the study are as follows; first, male students' mathematical resilience was higher than female students'. Second, mathematical resilience was highest in the third grade and decreased with increasing grade, reaching the lowest in the sixth grade. third students' mathematical resilience showed significant differences depending on the location of the school they were attending. The results of this study might be used as a basis for various follow-up studies, such as longitudinal studies on mathematical resilience and comparative studies across school levels, as well as for the development of teaching and learning materials.

김현지 Kim Hyun Ji , 장혜원 Chang Hyewon

DOI: JANT Vol.28(No.1) 39-57, 2025

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The purpose of this study is to investigate the effects of an AI-integrated mathematics program on attention and mathematical attitude in a sixth-grade student with intellectual disability. A seven-session program was developed using the AI learning support system 'Knock-knock! Math Expedition', focusing on the geometry domain in accordance with the student's characteristics and IEP. The results are as follows. First, after applying the program, problematic behaviors decreased from 21 times to 12.1 times per 40-minute class, and to 9 times in the final session on average, showing improved attention. This suggests that the consistent structure of the program and the AI's personalized feedback provided stability, aiding the student's focus. Second, mathematical interest scores rose from 28 to 50, indicating increased confidence and motivation. The student made positive remarks about mathematical activities and showed confidence in solving problems. In summary, the AI-integrated program effectively improved attention and mathematical interest in the student with intellectual disability. Therefore, developing and applying customized AI educational programs in special education settings is necessary to enhance the learning abilities and motivation of such students.