結合圖畫書與數學的教學方式對幼兒數學能力之影響

本研究的目的在探討結合圖畫書與數學的教學方式對幼兒數學能力的影響。本研究採準實驗研究的不等組前後測設計，受試者為兩班混齡班中的26位中班幼兒。把兩班中班幼兒分為實驗組與控制組，實驗組幼兒接受十次結合圖畫書與數學教學方式的實驗處理，而控制組幼兒則只有聽老師念繪本故事。實驗組與控制組在接受實驗處理之前與實驗處理結束之後，接受研究者自編的「幼兒非正式數學能力測驗」的前後測。以前測分數為共變量，進行共變數分析，比較接受實驗處理的效果。研究結果發現，實驗組幼兒在「具體物件加法運算」及「加法應用題」的分數顯著高於控制組幼兒。而其他數學能力則兩組無顯差異，但實驗組的表現大多比控制組好。

關鍵字

結合圖畫書與數學；圖畫書；數學能力

並列摘要

This study explored the effects of connecting picture books with mathematics to promote mathematical abilities in young children. The study was a pretest-posttest quasi-experimental design. Twenty six 5-year-olds from two classes were assigned to either an experimental group or a control group. The experimental group received mathematics instruction based on the connection of picture books with mathematics for ten weeks. The control group had ordinary storybook reading time. The Early Informal Mathematics Abilities Test was administered as pretest and posttest. The analysis of covariance was used to compare the effects of the treatment. Results showed that the experimental group performed significantly better than the control group in both concrete additions and addition word problems.