A comprehensive study on the embodiment in understanding of number

近年来，基本计数能力的获得越来越受到重视，但在许多情况下，这一过程并不十分清楚。本研究旨在从具身认知的角度探讨非正式数学的掌握过程，重点关注计算过程中手指的使用。(1)当至少在某些任务中观察到伴随的身体动作时，并且根据他们的年龄在这些任务中观察到各种身体动作时，表现会得到增强。(2)小学一年级学生的计算能力与数的表征有关，与数数活动无关。对于二年级，没有发现任何关系。(3)当他们是小学生时，在不使用手指的学生组中，擅长计算和算术的学生比例高于使用手指的学生组。此外，在使用手指的学生群体中，擅长计算和算术的学生的比例随着使用手指的时间延长而降低。(4)百分之七十的家长回答说，他们希望他们的孩子在上二年级之前不要用手指计算。究其原因，主要是小学二年级学生更倾向于心算，以及小学二年级学生应该学习乘法，本研究从认知发展和数学教育的角度对这些发现进行了讨论。

Recently, acquisition of basic count ability has become increasingly valued, but, in many cases, the process is not sufficiently clarified. This study was intended to explore the process of mastering informal mathematics from the viewpoints of embodied cognition, focusing on the use of fingers during calculation.(1) The performances would be enhanced when accompanying body movements were observed at least in some tasks and various body movements were observed depending on their age at these tasks.(2) Calculation ability relates to representation of number, but don't relate to counting activity for first grade. For second grade, any relationship was not found.(3) When they were elementary school students, the ratio of the students who were good at calculations and arithmetic in the group of the students who did not use fingers is higher than the ratio in the groups of the students who used fingers. Additionally, among the groups of the students who used fingers, the ratio of those who were good at calculations and arithmetic becomes lower as they used fingers longer.(4) 70 percent of parents answered that they wanted their children refrain from using fingers while calculating before they get second graders. The reasons were that they would prefer calculating on mind and they were supposed to learn multiplication in the second grade.Those findings were discussed from the viewpoints of cognitive development and mathematics education.