子どもの数理解における部分-全体スキーマの発達 : 整数について

概要

論文の詳細を見る
The purpose of this study was to examine a development of the part-whole schema of whole numbers. One hundred sixty-four second- and one hundred thirty-two third graders were given five problems on both the resolution and composition task. Children were asked to resolve a number into X and Y and Z in the resolution task, and were asked to compose some numbers in the composition task. The results showed that it was not easy for children to solve correctly both the resolution and composition task. Furthermore, the strategies children used indicated that children adopted the procedural strategies more often than the conceptual strategies. These results suggested that children did not understand the conceptual bases for understanding the part-whole schema in whole numbers, Children's interpretation of numbers using the part and whole relationships were discussed in terms of the conceptual and procedural knowledge.
九州保健福祉大学の論文
2004-03-25