Early numerical foundations of young children's mathematical development
Early numerical foundations of young children's mathematical development
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DOI：
10.1016/j.jecp.2015.01.006
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发表时间：
2015-04-01
影响因子：
2.6
通讯作者：
Geary, David C.
中科院分区：
文献类型：
--
作者：
Chu, Felicia W.;vanMarle, Kristy;Geary, David C.
本研究旨在探讨近似数系统（ANS）敏锐度和数量符号知识对幼儿早期数学学习的相对贡献。在学前教育开始时，191名儿童（M-年龄= 46个月）管理的任务，评估ANS敏锐度和明确的知识的基数值代表的数字的话，他们的数学成绩进行了评估，在学年结束时。儿童的执行功能，智力，识字前的技能和他们的父母的教育水平也进行了评估，并作为协变量。无论是ANS和基数任务是显着的预测年底的数学成绩，没有控制的协变量。作为同时预测因素和控制的协变量，基数仍然显着相关的数学成绩，但ANS敏锐度没有。中介分析表明，ANS敏锐度和数学成绩之间的关系是完全介导的基数，这表明，ANS可能有助于儿童的明确理解的基数值，并以这种方式可能间接影响早期的数学学习。(C)2015 Elsevier Inc. All rights reserved.
This study focused on the relative contributions of the acuity of the approximate number system (ANS) and knowledge of quantitative symbols to young children's early mathematical learning. At the beginning of preschool, 191 children (M-age = 46 months) were administered tasks that assessed ANS acuity and explicit knowledge of the cardinal values represented by number words, and their mathematics achievement was assessed at the end of the school year. Children's executive functions, intelligence, and preliteracy skills and their parents' educational levels were also assessed and served as covariates. Both the ANS and cardinality tasks were significant predictors of end-of-year mathematics achievement with and without control of the covariates. As simultaneous predictors and with control of the covariates, cardinality remained significantly related to mathematics achievement, but ANS acuity did not. Mediation analyses revealed that the relation between ANS acuity and mathematics achievement was fully mediated by cardinality, suggesting that the ANS may facilitate children's explicit understanding of cardinal value and in this way may indirectly influence early mathematical learning. (C) 2015 Elsevier Inc. All rights reserved.