본 연구는 수학 게임을 통한 유아의 수학적 지식에 대한 평가도구를 개발하고, 개발한 평가도구가 유아의 수학적 지식을 측정하는 평가도구로 적절한가를 검증하고자 하였다. 평가도구 개발을 위한 연구 대상은 만 4, 5세 유아 24명이고, 평가 도구의 타당도와 신뢰도 검증을 위한 연구 대상은 만 4세 30명과 만 5세 31명이다.유아 수학 교육 내용 영역별로 총 30개의 수학적 지식에 대한 평가 항목을 구성하였고, 각 문항에 대한 점수를 최저 0점에서 최고 2점을 부여하였다. 내용타당도를 검증한 결과 평균 점수 1.50, 일치도 75.0%로 고안된 평가도구 내용의 적합성과 타당성을 보여주었다. K-WPPSI의 동작성과 소검사 산수와의 공인타당도를 검증한 결과 두 검사간 상관계수는 .65, .54로 비교적 유의미한 상관이 있는 것으로 나타났다. 평가도구의 신뢰도 Cronbach's 는 .92로 비교적 높게 나타났으며, 검사자간 일치도도 89.2∼90.4까지 매우 높게 나타났다. 따라서 본 연구의 평가도구는 수학 게임 활동 과정에서 유아의 수학적 지식에 대한 평가가 가능한 신뢰성이 높은 도구로 해석할 수 있음이 검증되었다.

This study both developed mathematical games for use as assessments of young children's mathematical knowledge and verified their efficacy as assessment tools. Subjects in the verification process were with 30 children, aged 4 and 31 children aged 5. The mathematical knowledge  targeted for game assessment  was determined through analyzing the responses of 30 questionnaires and comprised number and operation, spatial sense and geometry, measurement, patterns and displaying and analyzing data. The results of the process verifying the games as adequate assessments of math knowledge showed a high reliability rating in each of the math knowledge items. Also, the reliability ratings were high among researchers scoring with these tools. While this study indicates that assessment math games may be another reliable assessment tool, there is still a need to educate teachers with regard to the relevance of assessing young children’s mathematical knowledge. This study concludes with the recommendation that a separate teacher training program and manual be developed in order to provide teachers with a working background knowledge and methodology of assessment tools in early childhood mathematic education.

This study both developed mathematical games for use as assessments of young children's mathematical knowledge and verified their efficacy as assessment tools. Subjects in the verification process were with 30 children, aged 4 and 31 children aged 5. The mathematical knowledge  targeted for game assessment  was determined through analyzing the responses of 30 questionnaires and comprised number and operation, spatial sense and geometry, measurement, patterns and displaying and analyzing data. The results of the process verifying the games as adequate assessments of math knowledge showed a high reliability rating in each of the math knowledge items. Also, the reliability ratings were high among researchers scoring with these tools. While this study indicates that assessment math games may be another reliable assessment tool, there is still a need to educate teachers with regard to the relevance of assessing young children’s mathematical knowledge. This study concludes with the recommendation that a separate teacher training program and manual be developed in order to provide teachers with a working background knowledge and methodology of assessment tools in early childhood mathematic education.