Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.
Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.
复制标题
DOI：
10.1177/0963721412469398
复制
发表时间：
2013-02
影响因子：
7.2
通讯作者：
Geary DC
中科院分区：
文献类型：
--
作者：
Geary DC
儿童入学时的量化能力可能会产生终身影响。起步落后的儿童通常会留下来，完成学业时的数学技能影响成年后的就业前景和工资。我回顾了目前的争论是否早期定量学习的支持（a）一个固有的系统表示近似的大小，（B）的注意力控制系统，使明确的处理数量符号，如阿拉伯数字，或（c）逻辑问题解决能力，促进学习的数字之间的关系。对有数学学习障碍和困难的儿童的研究表明，这些能力中的每一种都可能涉及，但程度不同，在学习过程中的不同点。澄清这些能力如何以及何时促进早期定量学习，并制定干预措施以解决其对儿童的影响，有可能为个人和社会带来巨大利益。
Children’s quantitative competencies upon entry into school can have lifelong consequences. Children who start behind generally stay behind, and mathematical skills at school completion influence employment prospects and wages in adulthood. I review the current debate over whether early quantitative learning is supported by (a) an inherent system for representing approximate magnitudes, (b) an attentional-control system that enables explicit processing of quantitative symbols, such as Arabic numerals, or (c) the logical problem-solving abilities that facilitate learning of the relations among numerals. Studies of children with mathematical learning disabilities and difficulties have suggested that each of these competencies may be involved, but to different degrees and at different points in the learning process. Clarifying how and when these competencies facilitate early quantitative learning and developing interventions to address their impact on children have the potential to yield substantial benefits for individuals and for society.