親子共讀過程中數學語彙的使用：繪本類型與特徵分析研究

Mathematical Vocabulary in Parent-Child Shared Reading: An Analysis of Types and Characteristics of Picture Books

陳怡幸(Chen, Yi Hsing) ； 黃馨慧(Huang, Hsin-Hui)

《台灣教育研究期刊》 2卷4期 (2021/07) Pp. 47-77

摘要

幼兒數學語彙與數學能力有正向關連，透過共讀繪本，親子有機會提及數學語彙並討論數學概念。本研究目的為探究親子共讀繪本過程中所使用的數學語彙類別與頻率，以及其如何受到繪本類型與特徵影響。研究錄下五對2－3歲幼兒及家長共讀12本繪本（包含外顯與內隱數學繪本）的語料，同時訪談家長。分析得知，數學語彙類別最多為數量、其次為大小、其他（方位、重量、速度與時間）及形狀，其中約七成來自共讀外顯數學繪本。而繪本可透過文字、圖案的尺寸、數量、構圖，圖文互補，及共讀者經驗與繪本故事的交織，而影響共讀的數學語彙。

關鍵字

數學語彙 ； 親子共讀 ； 繪本

並列摘要

Children's mathematical vocabulary is positively correlated to their math competency. Shared reading provides young children an opportunity to learn math vocabulary and discuss math concepts. The study investigates math vocabulary during parent-child shared reading and analyzes how math vocabulary is affected by the types and characteristics of picture books. Five 2-to 3-year-olds and their parents read 12 math-implicit and math-explicit picture books and video-recorded. Parents were interviewed to provide the context of verbal interaction. Across families, the math vocabulary category of number and quantity was most common, size and others (e.g., position, weight, speed, and time) were next, while shape was relatively infrequent. About 70 percent of the math vocabulary occurred when reading math-explicit picture books. Many picture books' characteristics influence the emergence of math vocabulary, including words, picture's size, quantity and composition, words and pictures supporting each other, and readers' experiences interacting with the story.

並列關鍵字

mathematical vocabulary ； parent-child shared reading ； picture books