儿童数量表征研究评述

柳笛; 杨纯

doi:10.16382/j.cnki.1000-5560.2017.05.012

儿童数量表征研究评述

doi: 10.16382/j.cnki.1000-5560.2017.05.012

柳笛,
杨纯

华东师范大学教育学部, 上海 200062

基金项目:

上海市哲学社会科学规划课题"上海市数学学习困难儿童的诊断与干预研究" 2013JJY003

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出版历程
- 刊出日期: 2017-09-20

A Review of Researches on Magnitude Representation

LIU Di,
YANG Chun

Faculty of Education, East China Normal University, Shanghai 200062, China

摘要

摘要: 数量表征是个体头脑内部对数量刺激的解释、表达与操作的过程，是人类认知发展的重要组成部分。儿童数量表征随着个体年龄的增长趋于成熟，具体分为四个发展阶段：（1）最初形成非符号数量表征；（2）将非符号数量表征与符号数量表征建立联系；（3）扩展整数表征的范围；（4）精确地表征有理数的大小。本研究从近20年有关数量表征的行为研究和认知神经科学研究入手，深入分析有关儿童数量表征的发展趋势与内在加工机制，总结了目前有效提高儿童数量表征能力的教育干预与训练方案。
- 数量表征 /
- 非符号数量表征 /
- 符号数量表征 /
- 干预
Abstract: The magnitude representation is the process of interpretation, expression and operation of the quantitative stimulus in the brain. It is an important part of the development of human cognition. The magnitude representation of children tends to be mature with age growth. The process includes four overlapping trends:a) representing increasingly precisely the magnitudes of non-symbolic numbers, b) connecting smallsymbolic numbers to their non-symbolic referents, c) extending understanding from smaller to larger whole numbers, and d)accurately representing the magnitudes of rational numbers. This study, based on behavioral and cognitive neuroscience on magnitude research in recent twenty years, further reveals the trend and inherent processing mechanism of the magnitude knowledge, and summarizes educational interventions and short-term trainings so as to improve children's mathematics ability.
- magnitude representation /
- representation of non-symbolic numerical magnitude /
- representation of symbolic numerical magnitude /
- intervention

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参考文献(63)

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