非符号式算术真的是"算术"? 检查幼儿近似数值系统的计算能力
1Division of Social Science, Hong Kong University of Science and Technology.
Cognitive science
|June 12, 2023
概括
小孩子们直观地进行近似算术. 然而,这项研究发现,他们的非象征性数学运算不像象征性数学一样运作,限制了直观技能转移到正式数学学习的机会.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 数学教育教育 数学教育
背景情况:
- 幼儿具有直观的,非象征性的算术能力,用于近似数量.
- 这些非符号运算的底层算法结构仍然不清楚.
- 目前尚不清楚非符号式算术是否遵循类似于符号式算法的函数式规则.
研究的目的:
- 调查幼儿非象征性算术运算是否表现出类似函数的结构.
- 确定一个非象征性算术问题的解决方案是否可以作为另一个问题的输入.
主要方法:
- 进行了两项涉及4至8岁儿童的实验.
- 参与者首先解决了非象征性的算术问题.
- 然后,孩子们面临一个任务,要求他们将衍生解决方案整合到一个新的非象征性问题中.
主要成果:
- 儿童无法可靠地使用先前非符号计算的解决方案作为后续非符号问题的输入.
- 这表明非象征性算术解决方案可能不能作为独立的,可转移的表示而起作用.
- 研究结果表明,在非象征性和象征性算术处理之间有区别.
结论:
- 非象征性和象征性算术计算似乎是算法上不同的.
- 孩子们的直观,非象征性算术技能可能不会直接支持他们掌握正规数学.
- 需要进一步的研究来理解直观和正式的数学理解之间的关系.
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