五歲幼兒數量表徵之研究

A Study of 5-Year-Olds' Representations of Groups of Objects

張麗芬(Li-Fen Chang)

《幼兒教育》 302期 (2011/06) Pp. 25-42

https://doi.org/10.6367/ECE.201106.0025

摘要

本研究爲一個探索性研究，目的在了解5歲幼兒如何及使用那些表徵方式，以及幼兒數量表徵類型的個別差異。研究對象爲37位5歲的中班幼兒，研究者給予這些幼兒含有溝通目的作業，請他們以自己的方式將一些數量記錄在紙上。分析幼兒所作的數量表徵類型後發現，在接受正式數學教育之前，在提供一個具溝通意圖的故事情境下，5歲幼兒已經能使用某些方式表徵集合的數量，而且62.2%的5歲幼兒能夠只使用一個數字表示集合總數，女孩及中上社經地位幼兒的數量表徵類型較佳。最後本研究提出對教育上及未來研究的建議。

關鍵字

表徵 ； 數量表徵類型

並列摘要

This study investigated how 5-year-olds represented groups of objects, and the differences between sex and socioeconomic status. Thirty-seven 5-year-olds were asked to write down the quantity of three clips, five magnets, and seven stones for the purpose of communication. Their representations were analyzed. The results showed that most 5-year-olds used written numerical symbols to represent quantity. Girls and children from higher- and middle-socioeconomic status had sophisticated type of quantity representation. The results were discussed and implications regarding education and future research were presented.

並列關鍵字

representation ； types of quantity representation