数字的语言:阅读理解和应用数学问题解决
1Faculty of Therapy, Consultation and Educational Support, Beit Berl College, Kfar Saba 44905, Israel.
Behavioral sciences (Basel, Switzerland)
|December 30, 2025
概括
阅读理解 (RC) 显著有助于学生的应用数学问题解决 (AMP). 这种联系随着年龄的增长而加强,从年轻学生对算术流的依赖转变为老年人的直接理解.
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:
- 阅读和数学共享认知过程,但在老年学生和非英语背景下,阅读理解 (RC) 和应用数学问题解决 (AMP) 之间的联系未得到充分研究.
- 现有的研究主要侧重于早期的成绩和基本的算术,在理解高级数学问题解决方面留下了一个差距.
- 像希伯来语这样的形态丰富的语言存在独特的语言挑战,可能会影响阅读-数学关系.
研究的目的:
- 在希伯来语四年级和十一年级的四年级中调查RC和AMP之间的年级级关系.
- 检查工作记忆 (WM),阅读流性和算术流性在这种关系中的中介作用.
- 探索支持AMP的认知和语言机制的与年龄相关的变化.
主要方法:
- 涉及典型发育希伯来语的四年级 (N=41) 和十一年级 (N=43) 的横截面研究.
- 评估阅读理解 (RC),应用数学问题解决 (AMP),工作记忆 (WM),阅读流性和算术流性.
- 采用横截面调解模型来分析这些关系.
主要成果:
- 在四年级和十一年级的学生中,RC和AMP之间发现了显著的积极关联.
- 算术流性部分介导了四年级学生的RC-AMP关系,表明对计算技能的依赖.
- 十一年级的学生显示了直接的RC-AMP链接,表明了自动化技能和先进的元认知策略.
- 工作记忆 (WM) 与RC和AMP的相关性在年轻学生中更强,在年长学生中更弱.
结论:
- 这些发现支持发展性语言-认知支架模型,说明了与年龄相关的认知和语言支持AMP的变化.
- 该研究强调了将RC策略纳入课程的重要性,以改善数学推理,特别是在语言复杂的环境中.
- 认知机制的与年龄相关的转变,例如算术流的自动化,改变了RC如何支持AMP.
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