Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? ☆
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? ☆
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DOI：
10.1016/j.learninstruc.2016.08.004
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发表时间：
2016-12
影响因子：
6.2
通讯作者：
B. Maertens;B. Smedt;Delphine Sasanguie;J. Elen;B. Reynvoet
中科院分区：
文献类型：
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作者：
B. Maertens;B. Smedt;Delphine Sasanguie;J. Elen;B. Reynvoet
儿童对数字的直观理解，即数感，与数学成绩的个体差异有关。为了调查数字感（传统上通过比较或数轴估计任务来评估）与数学成绩（通常通过算术测试来评估）之间的因果关系，进行了一项旨在训练比较或数轴估计技能的干预研究。我们对比了比较和数列估计训练。通过这样做，我们希望解决哪种干预对算术影响最大的问题。此外，这种比较和数列估计训练之间的直接比较将使我们能够更深入地了解这两个任务之间的关联。参与者是151名五岁儿童，他们被随机分配到实验条件（即比较或数列估计）或两个控制条件（即主动控制条件和空白控制条件）中的一个，在测试数字知识、（非）符号比较和数列估计和算术的前测后测设计中。结果表明，比较训练和数线估计训练对算法都有积极的影响。然而，缺乏从一个任务到另一个任务的转移效应，也表明比较和数线估计依赖于不同的机制，并可能通过不同的机制影响算法。
Children's intuitive understanding of number, i.e. number sense, is associated with individual differences in mathematics achievement. To investigate the causal association between number sense, traditionally assessed with comparison or number line estimation tasks, and mathematics achievement, often assessed with an arithmetic test, an intervention study was conducted that aimed at training either comparison or number line estimation skills. We contrasted a comparison and number line estimation training. By doing so, we wanted to address the question which intervention had the largest effect on arithmetic. In addition, such a direct comparison between comparison and number line estimation trainings would allow us to get more insight in the association between both tasks. Participants were 151 five-year-olds that were randomly allocated to either an experimental condition (i.e. comparison or number line estimation) or one of the two control conditions (i.e., active control condition and empty control condition) in a pretest-posttest design measuring number knowledge, (non-)symbolic comparison and number line estimation and arithmetic. The results showed that both comparison and number line estimation trainings had a positive effect on arithmetic. However, the absence of transfer effects from one task to another, also suggested that comparison and number line estimation rely on different mechanisms and probably influence arithmetic through different mechanisms.