Intermediate Cognitive Organizations in the Process of Learning a Mathematical Concept: The Order of Positive Decimal Numbers
Intermediate Cognitive Organizations in the Process of Learning a Mathematical Concept: The Order of Positive Decimal Numbers
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学习数学概念过程中的中级认知组织：正小数的顺序
DOI：
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发表时间：
1985
期刊：
影响因子：
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通讯作者：
Francois Léonard
中科院分区：
文献类型：
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作者：
Catherine Sackur;Francois Léonard
本研究发现，儿童在比较十进制数时使用了三种内隐和不正确的规则，这些规则是学习十进制数过程中的中间反应水平。这些规则是中间型的，因为：（a）从四年级到七年级，儿童使用这些规则的频率逐渐降低;（B）当一个儿童能够对两个十进制数的比较给出正确答案时，就有可能通过给儿童两个以上的数字进行比较来诱导他们使用这些规则。这些发现被解释为证据，中级认知工具，成功地应对大多数任务遇到的早期学习，继续与更先进的工具共存。
This investigation found that children use three implicit and incorrect rules when comparing decimal numbers and that these rules are intermediate levels of response in the process of learning decimal numbers. The rules are intermediate in that: (a) the frequency of their use by children decreases from the fourth grade to the seventh grade; and (b) when a child is able to give a correct answer to the comparison of two decimal numbers, it is possible to induce use of the rules by giving the child more than two numbers to compare. These findings are interpreted as evidence that intermediate cognitive tools, which respond successfully to most of the tasks encountered early in learning, continue to coexist with more advanced tools.