PRESCHOOL ORIGINS OF CROSS-NATIONAL DIFFERENCES IN MATHEMATICAL COMPETENCE - THE ROLE OF NUMBER-NAMING SYSTEMS
PRESCHOOL ORIGINS OF CROSS-NATIONAL DIFFERENCES IN MATHEMATICAL COMPETENCE - THE ROLE OF NUMBER-NAMING SYSTEMS
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DOI：
10.1111/j.1467-9280.1995.tb00305.x
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发表时间：
1995-01-01
影响因子：
8.2
通讯作者：
ZHANG, HC
中科院分区：
文献类型：
--
作者：
MILLER, KF;SMITH, CM;ZHANG, HC
中美儿童之间的数学能力差异首先出现在学龄前阶段，有利于中国儿童，并仅限于数学能力的特定方面。数字名称的以10为基数的结构在英语中不如在汉语中那么明显;这两种语言之间的差异反映在儿童学习数数的困难上。语言差异不会影响早期数学的其他方面，包括计算小集合和解决简单的数值问题。由于后来的数学越来越多地涉及到符号的操作，这种早期的赤字，在理解的基础10结构的数字名称可能提供了一个基础，以前报道的差异，数学能力有利于中国学童。
Differences in mathematical competence between U.S. and Chinese children first emerge during the preschool years, favor Chinese children, and are limited to specific aspects of mathematical competence. The base-10 structure of number names is less obvious in English than in Chinese; differences between these languages are reflected in children's difficulties learning to count. Language differences do not affect other aspects of early mathematics, including counting small sets and solving simple numerical problems. Because later mathematics increasingly involves manipulation of symbols, this early deficit in apprehending the base-10 structure of number names may provide a basis for previously reported differences in mathematical competence favoring Chinese schoolchildren.