Beginnings of Place Value: How Preschoolers Write Three- Digit Numbers
Beginnings of Place Value: How Preschoolers Write Three- Digit Numbers
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DOI：
10.1111/cdev.12162
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发表时间：
2014-03-01
影响因子：
4.6
通讯作者：
Mix, Kelly S.
中科院分区：
文献类型：
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作者：
Byrge, Lisa;Smith, Linda B.;Mix, Kelly S.
位值表示法对数学学习至关重要。本研究考察了幼儿（4- 6岁，N=172）在接受显性教育之前对位值的理解，方法是让他们写下口头数字（例如，642）。孩子们的尝试通常包括展开，其中正确的数字按顺序书写，但有0或其他插入标记位置（例如，600402或610042）。这种片面的知识随着年龄的增长而增加。性别差异也被观察到，年龄较大的男孩比年龄较大的女孩更有可能产生传统形式（例如，642）。对扩展数字书写的潜在经验和观察到的性别差异进行了讨论。
Place value notation is essential to mathematics learning. This study examined young children's (4- to 6-year-olds, N=172) understanding of place value prior to explicit schooling by asking them write spoken numbers (e.g., six hundred and forty-two). Children's attempts often consisted of expansions in which the proper digits were written in order but with 0s or other insertions marking place (e.g., 600402 or 610042). This partial knowledge increased with age. Gender differences were also observed with older boys more likely than older girls to produce the conventional form (e.g., 642). Potential experiences contributing to expanded number writing and the observed gender differences are discussed.