CAJ | 학술논문

本研究以早期儿童数学认知中的数、数运算以及模式三个维度为切入点，对来自上海市的120名4—6岁儿童采用个别面试法考察其数学认知中的多元表征，采用描述性统计、多元方差分析、每方检验等方法探查儿童多元表征的发展特点、相瓦关系及影响因素。结果表明：4-6岁儿童已具备初步的数、数运算、模式的多元表征能力，其中数的多元表征能力最好；4—6岁儿童在数、模式的多元表征中未出现明显的年龄差异与性别差异，在数运算多元表征中有明显的年龄差异，无性别差异；儿奄使用的表征形式数量随年龄增长相应增加，且更倾向于使用描绘性表征中的实物情境表征与教具模型表征；4—6岁儿童数、数运算、模式的多元表征能力之间存在一定的相关；除年龄之外，已有学习经验、学习材料的呈现样式也是影响儿童多元表征的可能性因素。
본연구이조기인동수학인지중적수、수운산이급모식삼개유도위절입점，대래자상해시적120명4—6세인동채용개별면시법고찰기수학인지중적다원표정，채용묘술성통계、다원방차분석、매방검험등방법탐사인동다원표정적발전특점、상와관계급영향인소。결과표명：4-6세인동이구비초보적수、수운산、모식적다원표정능력，기중수적다원표정능력최호；4—6세인동재수、모식적다원표정중미출현명현적년령차이여성별차이，재수운산다원표정중유명현적년령차이，무성별차이；인엄사용적표정형식수량수년령증장상응증가，차경경향우사용묘회성표정중적실물정경표정여교구모형표정；4—6세인동수、수운산、모식적다원표정능력지간존재일정적상관；제년령지외，이유학습경험、학습재료적정현양식야시영향인동다원표정적가능성인소。
The study took numbers, number operations and patterns as the starting point, and used individual interviews to investigate 120 children aged 4to6 years old in Shanghai in order to investigate the developmental characteristics and trends of multi-representations in 4 - to 6 - year-old children＇s mathematics cognition. The major findings of this study were as follows. The children aged 4 to 6 years developed initial multi-representation ability in numbers, number operations and patterns in the development of mathematics cognition. The children between 4 to 6 years of age had age differences in the number of the representation forms they used in the multi-representation tasks in numbers. The children between 4 to 6 years of age had significant age differences in the development of multi-representation in number operations. As the age of the children increased, the number of the representation forms that children used also increased. A significant positive correlation emerged between their multi-representation levels in number operations and the numbers of the representation forms they used. No significant age or gender differences were found in the development of 4 - to 6 - year - old children＇s multirepresentation in pattern. But the children between 4 to 6 years old had age differences in the number of the representation forms they used in the multi-representation tasks in pattern. Children aged from 4 to 6 years tend to use the real-world situations and manipulative aids, which both were descriptive representations. A significant positive correlations emerged between the 4 - to 6 - year - old children＇s multi-representation abilities in numbers and in number operation. Children＇s multi-representation abilities in number operations and in patterns also had a certain correlation.