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Preschoolers’ reasoning about numbers in picture books
Mathematical Thinking and Learning ( IF 1.383 ) Pub Date : 2020-03-26 , DOI: 10.1080/10986065.2020.1741334
Camilla Björklund 1 , Hanna Palmér 2
Affiliation  

ABSTRACT

In this article we report on a study of children’s attention to numerical content in picture books. Specific research questions are 1) how the content in a designed picture book directs children’s attention to numbers, and 2) what kind of numerical reasoning the book reading entails. To answer these questions, we conducted an educational design research study in two cycles, with a specially designed picture book and two ways of reading: first without any prompting from the reading teacher, and second with teacher-child interaction. Nineteen preschool children (aged 3–5 years) and three teachers participated in video-observed individual reading sessions. The observations of the reading activities were analyzed with focus on the children’s attention to numbers as well as on their numerical reasoning during the book talks. Based on the observations, we suggest that preschool children do direct their attention to aspects of numbers, but that the design of the pictures and the framing of the reading sessions influence which numerical aspects are discerned. Furthermore, teachers’ support in transforming empirical clues into mathematical representations and comparisons seems critical for more advanced reasoning about numbers to occur.



中文翻译:

学龄前儿童对图画书中数字的推理

摘要

在本文中,我们报告了有关儿童对图画书中数字内容的关注的研究。具体的研究问题是:1)设计的图画书中的内容如何将儿童的注意力引向数字,以及2)阅读需要什么样的数字推理。为了回答这些问题,我们分两个周期进行了教育设计研究,其中包括专门设计的图画书和两种阅读方式:首先是没有阅读老师的任何提示,其次是师生互动。19名学龄前儿童(3-5岁)和3名老师参加了视频观察的个人阅读课程。对阅读活动的观察进行了分析,重点放在孩子在读书会上对数字的关注以及他们的数字推理上。根据观察,我们建议学龄前儿童确实将注意力集中在数字方面,但是图片的设计和阅读课程的框架会影响识别哪些数字方面。此外,教师的支持将经验线索转化为数学表示形式和比较形式,对于更高级的关于发生数字的推理似乎至关重要。

更新日期:2020-03-26
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