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Supporting the understanding of cardinal number knowledge in preschoolers: Evidence from instructional practices based on finger patterns
Early Childhood Research Quarterly ( IF 3.815 ) Pub Date : 2022-06-08 , DOI: 10.1016/j.ecresq.2022.05.009
Josetxu Orrantia, David Muñez, Rosario Sanchez, Laura Matilla

The acquisition of cardinal numbers represents a crucial milestone in the development of early numerical skills and more advanced math abilities. However, relatively few studies have investigated how children's grasping of the cardinality principle can be supported. It has been suggested that the richness of number inputs children receive influences the acquisition of cardinal numbers. The present study was designed to investigate whether canonical finger patterns representing numbers may contribute to this acquisition. Fifty-one 3-year-olds were randomly assigned to 1 of 2 training conditions: (a) a condition that involved counting and labeling, which has shown efficacy to support the acquisition of cardinality, and (b) a condition in which counting and labeling were enriched with finger patterns. Crucially, we aimed at providing evidence of both training programs in a real-life learning environment where teachers incorporated the training as a group-based activity into their regular schedule of daily activities. Children assigned to the finger-based condition outperformed those who received the counting-and-label training. Findings suggest that finger patterns may have a role in children's cardinality understanding. Furthermore, our study shows that instructional approaches for improving cardinality understanding can be easily and successfully implemented into real-life learning settings.



中文翻译:

支持学龄前儿童对基数知识的理解:来自基于手指模式的教学实践的证据

基数的获得代表了早期数字技能和更高级数学能力发展的一个重要里程碑。然而,相对较少的研究调查了如何支持儿童对基数原则的掌握。有人提出,儿童接受的数字输入的丰富性会影响基数的获得。本研究旨在调查代表数字的规范手指模式是否有助于这种获取。51 名 3 岁儿童被随机分配到以下两种训练条件中的一种:(a) 涉及计数和标记的条件,它已显示出支持获得基数的功效,以及 (b) 计数和标记的条件。标签富含手指图案。至关重要的是,我们的目标是在真实的学习环境中提供两种培训计划的证据,教师将培训作为基于小组的活动纳入日常活动的常规安排中。分配到基于手指的条件下的儿童​​表现优于接受计数和标签训练的儿童。研究结果表明,手指模式可能在儿童的基数理解中起作用。此外,我们的研究表明,提高基数理解的教学方法可以轻松且成功地实施到现实生活中的学习环境中。分配到基于手指的条件下的儿童​​表现优于接受计数和标签训练的儿童。研究结果表明,手指模式可能在儿童的基数理解中起作用。此外,我们的研究表明,提高基数理解的教学方法可以轻松且成功地实施到现实生活中的学习环境中。分配到基于手指的条件下的儿童​​表现优于接受计数和标签训练的儿童。研究结果表明,手指模式可能在儿童的基数理解中起作用。此外,我们的研究表明,提高基数理解的教学方法可以轻松且成功地实施到现实生活中的学习环境中。

更新日期:2022-06-10
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