小学生近似数量表征系统和工作记忆与数学成绩的关系  

Relationship between Approximate Number Representation System,Working Memory and Mathematics Achievement of Primary School Students

作　　者：孔海燕[1] 孙雨[2] 宋广文[3] 

机构地区：[1]鲁东大学教育科学学院,山东烟台264025 [2]曲阜师范大学教育科学学院,山东曲阜273165 [3]华南理工大学心理测评与应用心理学研究所,广东广州516041

出　　处：《数学教育学报》2017年第2期14-18,共5页Journal of Mathematics Education

摘　　要：数学学习过程中需要很多认知活动的参与,通过测试小学生的近似数量表征能力、工作记忆情况,探讨它们与数学学习成绩的关系.结果表明：小学生的近似数量表征能力和工作记忆能力有一定的可塑性,会随着年龄的增长而提高,并对数学成绩有促进作用,学校的数学教育在这个过程中功不可没.近似数量表征能力与工作记忆可以在不同程度上预测儿童的数学成绩.Mathematical learning process required the participation of many cognitive activities. The study tested the primary school students＇ ability of approximate number representation, working memory to explore the relationship between them and mathematics achievement. Results showed that pupils＇ approximate number representation ability and working memory capacity had certain plasticity, they had a significant role in promoting math scores and increased with the age. School mathematical education worked vitally in this process. Approximate number representation ability and working memory could predict pupils＇ math achievement in different degrees.

关 键 词：小学生 近似数量表征系统 工作记忆 

分 类 号：G622.0[文化科学—教育学]