Cross-Cultural Comparisons of 5-Year-Olds' Estimating and Mathematical Ability
Cross-Cultural Comparisons of 5-Year-Olds' Estimating and Mathematical Ability
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DOI：
10.1177/0022022111406035
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发表时间：
2011-05-01
影响因子：
3
通讯作者：
Yue, Guoan
中科院分区：
文献类型：
--
作者：
Muldoon, Kevin;Simms, Victoria;Yue, Guoan
最近的研究表明，数字估计的准确性和线性度都是数学学习中的一个困难来源。还有一系列证据表明，与西方同龄人相比，东亚的儿童在数学上通常是早熟的。将这些工作结合在一起，我们讨论了涉及在英国和中国长大的儿童的能力匹配研究的数线估计。这篇文章证实，儿童数字估计的质量与一些--但绝不是全部--早期数字问题有关。然而，与早先的研究相反，中国年幼的孩子并没有在他们的数学技能之前表现出更多的线性数阶(并可能成为他们数学技能的驱动力)。相反，他们的数字估计并不比具有同等数学能力的较老的西方样本的估计更准确。在多元文化中，数字表征中线性的发展经历了一条复杂的发展道路。
Recent research suggests that both the accuracy and linearity of number estimations are a source of difficulty in mathematical learning. There is also a range of evidence to suggest that children in East Asia are typically mathematically precocious compared to Western peers. Bringing these strands of work together, we discuss number line estimations involving an ability match study of children growing up in the United Kingdom and China. This article confirms that the quality of children's number estimation is associated with some-but by no means all-early number problems. However, contrary to earlier studies, young Chinese children do not display more linear number scales in advance of (and potentially as a driver for) their math skills. Instead, their number estimations are not more accurate than those from an older Western sample with equivalent mathematical ability. The development of linearity in numerical representations takes a complex developmental path in multiple cultures.