幼児の数表象の構造 : 教授介入からの検討

概要

論文の詳細を見る
Representational of preschool children's number concepts was investigated in the present study. This research used the two type of test problems. The first type was to resolve numbers into 5's and x (5 Resolve Task). The another was to resolve numbers 10's and x (10 Resolve Task). Children were given one of two instructional interventions. The first group (5 Instruction group) was instructed how to perform the tasks based on the number 5. The second group (10 Instruction group) was instructed how to perform the tasks based on the number 10. Preschool children performed the 5 Resolve Task easier than the 10 Resolve task. These results suggested that preschool children would represent numbers 1 to 5 as a firm structure or privileged anchor. These results were discussed in term of a mental number line in a representational system of numbers.
宮崎女子短期大学の論文