ABSTRACT

Research Findings: The focus of the current study was on the frequency and type of number talk of 2.5- and 4-year-old Argentinean children and their mothers (N = 23 dyads) in shared counting-type picture book reading. The book included sets of animals in ascending order (from 1 to 9), with their corresponding numerals and the animals’ written names. A finer-grained approach was used for identifying four types of numerical utterances (enumeration, quantification, comparison, and recognition of numerals); for each category, a subset of codes was created to describe how dyads used numerical information for different purposes, intertwining different semiotic modes of communication and reflection with and about numbers. Results showed distinct ways in which mothers and children express and elaborate numerical information, as a function of children’s age and set size. Practice or Policy: Shared picture book reading is a simple, low-cost, and effective tool. The results can contribute to the design of books, intervention programs and policies that focus on multimodal contexts for early mathematical development, both in the family and educational environment, with a special emphasis on young children’s active participation.

摘要

研究结果：当前研究的重点是 2.5 岁和 4 岁阿根廷儿童及其母亲的数字谈话频率和类型（N= 23 dyads) 在共享计数型绘本阅读中。这本书包括按升序排列的动物组（从 1 到 9），以及它们对应的数字和动物的书面名称。使用更细粒度的方法来识别四种类型的数字话语（数字的枚举、量化、比较和识别）；对于每个类别，都创建了一个代码子集来描述对数如何将数字信息用于不同目的，将不同的符号学模式与数字和关于数字的交流和反思交织在一起。结果表明，母亲和孩子表达和阐述数字信息的不同方式，是孩子年龄和集合大小的函数。实践或政策：共享绘本阅读是一种简单、低成本、有效的工具。研究结果有助于设计书籍、干预计划和政策，重点关注家庭和教育环境中早期数学发展的多模式背景，特别强调幼儿的积极参与。