The role of physical representations in solving number problems: A comparison of young children's use of physical and virtual materials
The role of physical representations in solving number problems: A comparison of young children's use of physical and virtual materials
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物理表征在解决数字问题中的作用：幼儿使用物理和虚拟材料的比较
DOI：
10.1016/j.compedu.2009.09.023
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发表时间：
2010
影响因子：
12
通讯作者：
Manches A
中科院分区：
文献类型：
--
作者：
Manches A
本研究旨在探讨物理表征在幼儿数字学习中的作用，然后确定使用图形界面的好处，以了解在这一领域发展互动技术的潜力。本研究采用数字划分任务，考察了物理表征（积木）对4- 8岁儿童数字划分策略的影响。第一项研究描述了物理材料的某些感知和操纵特性的作用，比较了纸和无材料条件下的性能。这项研究证明了物理材料的优势，并确定了一个反映战略的关键属性：块是单独移动还是作为一个群体移动。在第二项研究中，我们通过比较儿童被要求一次将动作限制在一个块上的策略来研究这一发现。显着差异，发现在使用的策略，虽然差异减少了儿童移动个别块快速连续使用双手。最后一项研究检查了使用图形用户界面的约束操作的效果，在屏幕上的方块只能单独移动。正如所预测的那样，发现物理和虚拟条件之间使用的策略存在显着差异。研究结果表明，界面的操纵属性的差异可能会影响儿童的数字策略，并讨论了在这一领域的有效的互动技术的设计。
This research aims to explore the role of physical representations in young children’s numerical learning then identify the benefits of using a graphical interface in order to understand the potential for developing interactive technologies in this domain. Three studies are reported that examined the effect of using physical representations (blocks) on children’s (aged 4–8years) strategies in a numerical partitioning task. The first study describes the role of certain perceptual and manipulative properties of the physical materials, comparing performance with paper and no materials conditions. The study demonstrated an advantage for physical materials and identified a key property reflecting strategies: whether blocks were moved individually or as a group. This finding was investigated in the second study by comparing strategies when children were asked to constrain movements to one block at a time. Significant differences were found in strategies used although differences were reduced by children moving individual blocks quickly in succession using both hands. The final study examined the effect of constraining manipulation using a graphical user interface, where on screen squares could only be moved individually. As predicted, significant differences were found for strategies used between physical and virtual conditions. The findings suggest that differences in the manipulative properties of interfaces may affect children’s numerical strategies and are discussed with respect to the design of effective interactive technologies in this domain.
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DOI：
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