一个方便的工具:使用手指作为数字表示,特别有利于幼儿园数学中表现较差的学生
Gabriela Kovarsky Rotta1, Eliza L Congdon1
1Department of Psychology, Williams College.
Developmental psychology
|July 17, 2025
概括
数学游戏显著提高了幼儿早期的算术技能. 基于手指的游戏特别有利于那些从年级以下开始的人,而操纵游戏则帮助那些在年级或以上的人.
科学领域:
- 认知发展 认知发展
- 教育心理学教育心理学
- 幼儿教育 儿童早期教育
背景情况:
- 早期的数学困难通常来自于将非象征性 (例如数量) 和象征性 (例如数字) 数值表示联系在一起的挑战.
- 虽然数学游戏通常有助于这种联系,但使用手指作为数字辅助工具的研究产生了不同的结果.
- 了解早期数学的有效干预措施对于解决学习差距至关重要.
研究的目的:
- 调查不同数学游戏方法 (基于手指的,基于操纵的,结合的) 对幼儿园儿童早期算术技能的影响.
- 为了确定孩子的基线绩效水平是否会缓和不同的游戏干预措施的有效性.
- 探索手指作为连接符号和非符号数字表示的工具的作用.
主要方法:
- 一项为期2周的干预研究,涉及95名幼儿园 (5-7岁) 学生.
- 参与者被分配到基于手指的游戏,基于操纵的游戏,综合方法或非数学对照组.
- 测试前和测试后的测量评估了所有条件的早期数学的技能.
主要成果:
- 所有的数学游戏条件都显示了早期数学的显著前后测试改善.
- 在等级或以上水平的儿童从基于操纵的和结合的手指和操纵游戏中获益最多.
- 低于年级水平的孩子在用手指玩游戏时表现最好.
结论:
- 数学游戏对于提高早期的数学能力是有效的,具体益处因干预类型和孩子的起步水平而异.
- 指可能是儿童开始他们的数学的发展,桥梁符号和非符号理解特别有价值的工具.
- 将数学游戏干预调整到学生的基线定量技能上,对于最大限度地提高学习收益至关重要.
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