Spatial concepts of position and the acquisition of numerical knowledge

位置的空间概念和数值知识的获取

• 批准号: 416594961
• 负责人: Professor Dr. Jan Lonnemann
• 金额: --
• 依托单位: Fachbereich Sozial- und Bildungswissenschaften
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/416594961?language=en
• 关键词: Spatial; concepts; position; acquisition; numerical

Numerical knowledge is of great and increasing importance for an active and successful participation in modern society. According to recent theoretical approaches, the acquisition of increasingly precise numerical magnitude knowledge is the common core of numerical development. It is assumed that numerical magnitudes are represented along a mental number line and can be localized spatially. The assumed spatial character of numerical representations raises the question whether an understanding of spatial concepts of position (e.g., in front of and behind) are relevant for the processing of numerical magnitudes and their relationships. Although the assumed relevance of the understanding of spatial concepts of position for the acquisition of early mathematical skills is already reflected by the use of tasks to investigate this understanding in various diagnostic approaches, it has not yet been systematically investigated. The proposed project aims at investigating the role of children’s understanding of spatial concepts of position for the acquisition of numerical knowledge. We will therefore examine the association between preschool children’s understanding of spatial concepts of position and their numerical knowledge in a longitudinal study following children from their penultimate year of kindergarten to their final year of kindergarten. In addition, we will train preschool children's understanding of spatial concepts of position in an intervention study and look for effects on their numerical knowledge.

数字知识对于积极和成功地参与现代社会至关重要。根据最近的理论研究，获取越来越精确的数值星等知识是数值发展的共同核心。假设数值大小是沿着心理数字线表示的，并且可以在空间上局部化。数字表示的假定空间特征提出了一个问题，即对位置的空间概念的理解（例如，在前面和后面）与处理数值大小及其关系有关。尽管在各种诊断方法中使用任务来研究这种理解已经反映了对位置空间概念的理解与获得早期数学技能的假设相关性，但尚未对其进行系统研究。建议的项目旨在调查的作用，儿童的理解的空间概念的位置，获得数字知识。因此，我们将研究学前儿童的位置和他们的数字知识的空间概念的理解之间的关联，在纵向研究儿童从他们的倒数第二年的幼儿园，他们的最后一年的幼儿园。此外，我们将在一项干预研究中训练学龄前儿童对位置的空间概念的理解，并寻找对他们的数字知识的影响。