The Transition From Informal to Formal Mathematical Knowledge: Mediation by Numeral Knowledge
The Transition From Informal to Formal Mathematical Knowledge: Mediation by Numeral Knowledge
复制标题
DOI：
10.1037/a0031753
复制
发表时间：
2013-05-01
影响因子：
4.9
通讯作者：
Lonigan, Christopher J.
中科院分区：
文献类型：
--
作者：
Purpura, David J.;Baroody, Arthur J.;Lonigan, Christopher J.
本研究的目的是确定数字知识-识别阿拉伯数字并将阿拉伯数字与其各自的数量联系起来的能力-是否介导非正式和正式数学知识之间的关系。对206名3 ~ 5岁学龄前儿童进行了6项非正式数学任务和2项数字知识任务的评估。一年后，对这些儿童进行了两项形式数学知识测试，即Woodcock-Johnson III计算子测试和形式数字组合任务。中介分析表明，数学非正式知识和正式知识之间的关系完全由数字知识中介，但前提是同时考虑数字识别技能和对数量关系的理解。
The purpose of the present study was to determine if numeral knowledge-the ability to identify Arabic numerals and connect Arabic numerals to their respective quantities-mediates the relation between informal and formal mathematical knowledge. A total of 206 3- to 5-year-old preschool children were assessed on 6 informal mathematics tasks and 2 numeral knowledge tasks. A year later, these children were assessed on 2 measures of formal mathematical knowledge, namely, the Woodcock-Johnson III Calculation Subtest and a formal number combinations task. Mediation analyses revealed that the relation between informal and formal mathematical knowledge is fully mediated by numeral knowledge, but only when both the skill of numeral identification and an understanding of numeral to quantity relations are considered.