非正式的数学思维:西班牙和智利的一般领域和特定领域前体的作用不变
Gamal Cerda1, Carlos Pérez1, Eugenio Chandía2
1Department of Research Methodology and Educational Informatics, University of Concepción, Concepción 4030000, Chile.
Journal of Intelligence
|October 28, 2025
概括
学龄前儿童的早期数学技能取决于象征性和非象征性比较能力. 诸如处理速度和词汇等领域一般技能显示了特定环境的影响,突出了文化对认知发展的影响.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 早期的非正式数学思维对于以后的学术成功至关重要.
- 了解早期数学的认知基础对于有效的教育干预至关重要.
- 社会文化背景可能会影响数学认知的发展.
研究的目的:
- 研究一般领域和特定领域认知技能对学龄前儿童早期数学思维的贡献.
- 检查这些认知预测因子在智利和西班牙样本中的跨文化不变性.
- 探索社会文化背景如何调节认知技能和早期数学表现之间的关系.
主要方法:
- 使用结构方程建模 (SEM) 来分析数据.
- 估计了认知技能和数学思维的潜在结构.
- 进行了多组不变性测试,以比较跨文化背景的预测关系.
主要成果:
- 在智利和西班牙样本中观察到认知技能的一致的潜在结构.
- 象征性和非象征性比较技能在两种情况下都显著预测了早期的数学表现.
- 处理速度和接受性词汇表现出它们的预测能力的特定背景变化.
结论:
- 基本的数学能力是由共享的认知机制支持的,特别是比较技能.
- 文化和教育背景在调整认知技能和早期数学的关联强度方面发挥着重要作用.
- 对文化敏感的评估和干预策略对于支持早期数学发展至关重要.
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