儿童早期近似数量表征的发展与特点  

A Review of Researches on Approximate Number Representation in Early Childhood

作　　者：杨志艳[1] 周欣[1] 

机构地区：[1]华东师范大学学前教育与特殊教育学院,上海200062

出　　处：《学前教育研究》2015年第11期44-55,63,共13页Studies in Early Childhood Education

基　　金：教育部人文社会科学基金一般项目(编号:11YJAZH130)

摘　　要：对儿童早期近似数量表征的研究表明,近似数量表征能力在儿童早期不断发展并逐步精确;儿童早期近似数量表征与数学能力存在相关或预测关系;对数学学习困难儿童的近似数量表征是否存在缺陷,研究者们还存在着分歧;抑制控制可能是影响近似数量表征与数学能力之间关系的重要中介变量;干预在一定程度上能改善近似数量表征能力。这些研究成果不仅能够加深对儿童早期数学认知发展的认识,为今后的相关研究提供思路和方向,而且为儿童早期数学教育实践提供了重要的科学依据。Studies have indicated that the ability of approximate number representation in young children develops continuously and becomes more and more accurate in early childhood. Early approximate number representation has a correlation with mathematical ability or can even predict the mathematical ability. The answer for whether children with mathematical learning difficulties have deficits in approximate number representation is inconsistent. Inhibitory control may be an important mediator which plays an important role in the relationship between early approximate number representation and mathematical ability. Intervention is effective in improving the ability of approximate number representation to some extent. These current findings can not only deepen our understanding of the development of young children＇s math cognition, but also provide important information for children math education.

关 键 词：近似数量表征 数学能力 抑制控制 

分 类 号：G623.5[文化科学—教育学]