子どもの算術能力は応用数学と学術数学の間に移り変わりません
Abhijit V Banerjee1, Swati Bhattacharjee2, Raghabendra Chattopadhyay3
1Department of Economics, Massachusetts Institute of Technology, Cambridge, MA, USA. banerjee@mit.edu.
Nature
|February 5, 2025
まとめ
市場で働く子供たちは 現実の世界の数学では優れているが 抽象的な学校の問題で苦労している. 実践的な数学のスキルと 形式的な数学のスキルを結びつける 教育カリキュラムの必要性を強調しています
科学分野:
- 認知心理学
- 発達心理学
- 教育心理学
背景:
- 世界中で 低所得の家庭の子供たちは 数学で苦労しています
- ある子供は学校以外の非公式で現実的な環境で 精神的な算数を広範囲に活用しています
研究 の 目的:
- 現実の世界で習得した数学のスキルの授業への転用性を調査する.
- 働く子どもの数学能力と,働かない学校の子供の数学能力を比較する.
主な方法:
- インドのカルカッタとデリーで 市場で働く1436人の子どもを対象に 調査を行いました
- 複雑な数学的計算,仮説的な市場数学の問題,言語数学の問題,抽象的な学校ベースの数学の問題における子供の熟練度を評価しました.
- 471人の非労働の学童と比較した結果です.
主要な成果:
- 働く子どもたちは 複雑な現実世界の算数に 高い能力を示しましたが 抽象的な学校での数学の問題に 苦労していました
- 働かない学校の子供たちは 単純な抽象的な問題では上手くやっていたが 応用的な市場数学の問題では ほとんどやれなかった.
- 学校の子供たちは計算方法が非効率で 反応時間が遅いので 実践的な応用や高度な数学学習が困難でした
結論:
- 現実の世界で習得した数学のスキルは 自動的に正規の学校教育に 移行することはありません
- 教育のカリキュラムは 直感的で文脈に基づいた数学的理解と 形式的で抽象的な数学的概念の間のギャップを埋める必要があります
- 実践的な応用を統合したカリキュラムの開発は,総合的な数学能力と学習成果を向上させることができます.
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