Development of arithmetical competencies in Chinese and American children: Influence of age, language, and schooling
Development of arithmetical competencies in Chinese and American children: Influence of age, language, and schooling
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DOI：
10.1111/j.1467-8624.1996.tb01841.x
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发表时间：
1996-10-01
影响因子：
4.6
通讯作者：
Siegler, RS
中科院分区：
文献类型：
--
作者：
Geary, DC;BowThomas, CC;Siegler, RS
在美国学年开始和结束时，对200多名中国或美国幼儿园、一年级、二年级或三年级儿童的算术能力进行了评估。所有儿童都接受了纸笔加法技能测试、数字广度测试和加法策略评估。加法策略评估提供了孩子们用来解决简单加法问题的策略类型以及他们使用策略的速度和准确性的信息。我们还获得了一年级、二年级和三年级儿童在不同测量时间的数学教学时间的信息。整个学年以及中美两国儿童的算术发展模式表明，文化和成熟因素的混合影响了早期算术能力的出现，而中国儿童在早期数学发展中的优势与语言和学校相关因素的组合有关。
The arithmetical competencies of more than 200 Chinese or American kindergarten, first-, second-, or third-grade children were assessed toward the beginning and toward the end of the U.S. school year. All children were administered a paper-and-pencil test of addition skills, a digit span measure, and an addition strategy assessment. The addition strategy assessment provided information on the types of strategies the children used to solve simple addition problems as well as information on the speed and accuracy of their strategy use. Information on the number of math instruction periods across times of measurement was also obtained for each of the first-, second-, and third-grade children. The pattern of arithmetical development across the academic year and across the Chinese and American children suggests that a mix of cultural and maturational factors influence the emergence of early arithmetical competencies and that the Chinese advantage in early mathematical development is related to a combination of language- and school-related factors.