儿童对数学等值和分数问题的信心
Amanda Grenell1, Jacob R Butts2, Susan C Levine2
1Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.
Journal of experimental child psychology
|July 23, 2024
概括
儿童的元认知,或思考他们的思维,受到数学误解的影响. 数学中的元认知技能不是特定的主题,而是与工作记忆等执行功能联系在一起.
科学领域:
- 认知发展 认知发展
- 数学教育教育 数学教育
- 教育心理学教育心理学
背景情况:
- 超认知包括对一个人的思维过程的自我意识,包括对解决问题的信心.
- 孩子们经常对数学有误解,特别是在数学等价和分数大小等领域.
- 了解儿童的元认知对于解决数学学习困难至关重要.
研究的目的:
- 评估儿童在数学等价性和分数大小方面的元认知技能.
- 调查元认知技能是否在数学中是特定的主题.
- 检查儿童的元认知技能与执行功能之间的关系.
主要方法:
- 80名小学生 (平均年龄7.70岁) 完成了评估元认知能力和对数学等值和分数大小问题的信心的任务.
- 执行功能,包括工作记忆和抑制控制,也被评估.
- 收集了逐个试验的性能和信心数据.
主要成果:
- 儿童的元认知技能在使用错误的策略时显著受损,这些策略源自误解.
- 没有找到强有力的证据表明,在两个数学主题 (等值和分数) 中,元认知技能之间存在强烈的关联.
- 在元认知技能和执行功能之间观察到适度的关联,特别是工作记忆和抑制控制.
结论:
- 儿童数学解决问题的元认知缺陷因误解而加剧.
- 在这些特定的数学领域的元认知能力似乎在很大程度上独立.
- 执行功能在支持儿童在数学上的元认知准确性方面起到很小的作用.
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