早期的非正式分数知识很重要:一,二年级之间的纵向调查
Ilyse Resnick1, Alexandria A Viegut2, Christina Areizaga Barbieri3
1University of Canberra, Australian Capital Territory, Bruce 2617, Australia.
Journal of experimental child psychology
|January 21, 2026
概括
幼儿早期的非正式分数知识是以后数学成功的关键预测因素. 了解像分数这样的分数
科学领域:
- 认知发展 认知发展
- 数学教育教育 数学教育
- 发展心理学 发展心理学
背景情况:
- 幼儿教育往往缺乏正式的分数教学.
- 非正式的分数知识在年轻的学习者身上有机地发展.
- 了解分数对于整体数学成绩至关重要.
研究的目的:
- 在一年级学生中描述初步的非正式分数知识.
- 通过二年级检查非正式分数理解的增长.
- 调查早期非正式的分数知识与以后的数学成就之间的关系.
主要方法:
- 在一至二年级的80名儿童中进行了长度研究.
- 使用符号和非符号项目的非正式分数知识的评估.
- 分析初始分数知识与数学成就之间的预测关系,控制数感.
主要成果:
- 孩子们在一,二年级的非正式分数理解方面表现出增长.
- 与象征性任务相比,非象征性分数任务的性能更高.
- "一半"的理解在一年级有所改善,而"三分之一"和"四分之一"在二年级有所改善.
- 在分数知识中观察到显著的个体差异.
- 最初的非正式分数知识预测了以后的数学成就.
结论:
- 早期的非正式分数知识是数学发展的基本技能.
- 在非正式的分数理解的增长与整数设施有关.
- 专注于早期分数概念的干预措施可能会提高整体数学成绩.
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