活动背景与家长对学龄前儿童错误和正确数学陈述的反应有什么关系?
1Department of Human Development and Family Science, Purdue University, West Lafayette, IN 47907, USA.
Journal of experimental child psychology
|February 1, 2025
概括
家长可以通过家庭活动来支持学龄前儿童的数学学习. 虽然家长经常提供详细的指导,但对错误的反应在非正式和正式学习环境之间有所不同,这会影响数学技能的发展.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 家中亲子数学活动对孩子的数学学习有积极的影响.
- 在这些互动过程中,家长指导的性质至关重要,但对孩子的错误和正确陈述的反应还不太清楚.
- 在不同的活动环境中,家长反应的变化需要进一步调查.
研究的目的:
- 检查家长如何应对学龄前儿童的数学错误和正确陈述.
- 调查家长的反应是否在非正式和正式学习环境之间有所不同.
- 分析家长的反对孩子的自主性和学习有何影响.
主要方法:
- 在结构化数学活动中与4岁和5岁的孩子一起研究了49个家长-dyads.
- 分配给非正式学习或正式学习的条件.
- 编码了父母对孩子正确和不正确的数学反应的反,重点是支持自主和学习.
主要成果:
- 父母最常使用详细的指导,鼓励继续参与和思考.
- 与正式学习相比,父母不太可能对非正式学习中的错误做出反应.
- 父母在孩子在正式学习中的错误后,比在非正式学习中更经常提供正确的答案,对错误的详细支持或对正确陈述的响应在条件之间没有差异.
结论:
- 家长可以有效地支持学龄前儿童的数学学习,无论活动的背景如何.
- 对错误的反应差异表明,为高质量的父母儿童数学互动量身定制的建议是有益的.
- 了解特定背景的父母对错误的反应,可以优化早期数学教育的策略.
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