Basic Research on an Education Program and a Teaching Method of Informal Mathematics in Early Childhood Education

本研究旨在探讨幼儿非正式数学知识的纵向特征及其获得状况，以构建幼儿非正式数学教育的教育方案和教学方法。参与者是85名儿童，他们于1999年4月进入幼儿园，2002年3月毕业。我们使用原始任务、性格特征和标准化诊断检查的发展特征来检查他们的数字能力。从这些任务中获得的数据收集了两次，这些检查在三年内每学年进行一次。此外，我们在2002年对儿童的家庭环境进行了一次评估。本研究的主要结果如下：数字原始任务由计数集合和判断两个集合的数量、将一个集合分成两半、数守恒、数计算等皮亚杰任务组成，儿童的数字原始任务的完成率高于儿童的数字原始任务。 ...更多信息 除了数守恒和数的计算外，几乎完全完成了这些任务。他们在幼儿时期就已经学会了计算数字，最后完成加法任务的正确率最高，约为70%。我们确定了孩子们的内部情况，性格特征和发展概况显示，并确认他们是否有哥哥或姐妹篇，以及他们在一个五奥尔兹的班级里上什么样的课。我们交叉分析了这些特征及其数值能力。随着年龄的增长，与数字能力获得相关的性格特征和发展特征发生了变化。情绪稳定性是第一阶段，情绪稳定性是第二阶段，情绪稳定性是第三阶段，情绪稳定性是第四阶段，情绪稳定性是第三阶段，情绪稳定性是第四阶段，情绪稳定性是第五阶段，情绪稳定性是第六阶段，情绪稳定性是第七阶段，情绪稳定性是第八阶段，情绪稳定性是第七阶段，情绪稳定特别是，在一个五奥尔兹的班级里，言语和语言的发展与数字能力的获得有很强的关系。在3奥尔兹的班级中，是否有哥哥或姐妹篇与数字能力的获得没有任何关系，但在4岁和5奥尔兹的班级中，两者之间有一定的关系。基于这些事实，我们提出了在幼儿园等集体教育中构建非正式数学教育计划和教学方法的注意事项。少

The purpose of this study is to investigate longitudinal features of children's informal mathematical knowledge and their acquisition conditions in order to construct an education program and a teaching method of informal mathematics in early childhood education. Participants are eighty-five children who entered a kindergarten in April, 1999 and finished in March, 2002. We examined their numerical abilities using original tasks their character profiles, and development profiles using standardized diagnosis inspections. The data obtained from these tasks were collected twice, and these inspections were carried out once every school year for three years. Additionally, we evaluted children's home environments once in 2002. The main results obtained from this research were as follows.Numerical original tasks were composed of counting sets and judging the numerosity of two sets, dividing a set into two halves, Piagetian tasks of number conservation, calculation of numbers, etc. The children … More completed these tasks almost completely except number conservation and calculation of numbers. They had acquired calculation of numbers through early chilhood and achieved addition tasks with the highest correct answer rate at about 70 percent at the last. We ascertained the children's internal situations that character profiles and development profiles showed and confirmed whether they had elder brothers or elder sisters and what kind of lessons they were doing in a class of five-years-olds. We cross-analyzed these features and their numerical abilities. Character profiles and development profiles that related to acquisition of numerical ability changed acceding to the age period. These were stability of emotion at the first stage, and then independence, and self-control which constrains feelings with reason at latter stage. Particularly, the development of speech and language was a little strongly related to acquisition of numerical ability in a class of five-year-olds. Having elder brothers or sisters was not related to acquisition of numerical ability at all in a class of three-year-olds, but were slightly related in a class of four and five-year-olds.Based on these facts, We elcidated notes to construct an education program and a teaching method of informal mathematics in group education such as kindergartens. Less