游戏情境中的数学对话:亲子数学语言与早期数学技能之间的关系

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hsin-Hui Huang
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引用次数: 0

摘要

数学语言在早期数学技能发展中起着至关重要的作用。然而,以往的研究都是通过儿童的数学知识或数学语言的环境输入来测量数学语言的,而且往往局限于特定类型的数学语言。本研究考察了父母和幼儿在游戏中使用的数字(如与数字有关的)和非数字(如几何、测量和空间关系)数学表达,并探讨了这些数学语言类型的组合与早期数学技能的关系。58 名四至六岁的儿童及其父母参加了实验室任务,包括 15 分钟的游戏环节和标准化数学评估。结果表明,数字和非数字表达的使用频率相似,而且家长和儿童的数学语言在不同类型之间存在很强的相关性。中介分析显示,儿童对数学语言的使用在他们所接受的数学输入与其早期数学技能之间起到了中介作用,但这种作用只有在考虑到高级数字和几何语言时才会出现。这些发现强调了儿童积极使用数学语言的重要性,并突出了在早期数学发展研究中整合数字和非数字内容的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Math Talk in Play Contexts: Relations Between Parent and Child Math Language and Early Math Skills

Math language plays a crucial role in early math skill development. However, previous studies have measured math language using children’s knowledge or the environmental input of mathematical language, often limiting the scope to specific types of mathematical language. This study examined both numerical (e.g., number-related) and non-numerical (e.g., geometry, measurement, and spatial relations) mathematical expressions used by parents and young children during play and explored how combinations of these math language types related to early math skills. Fifty-eight children aged four to six years and their parents participated in laboratory-based tasks, including a 15-minute play session and a standardized math assessment. The results showed that numerical and non-numerical expressions were used at similar frequencies, and there were strong correlations between parents’ and children’s math language across various types. Mediation analyses revealed that children’s use of math language mediated the relation between the mathematical input they received and their early math skills, but this effect emerged only when advanced numerical and geometry language was considered. These findings emphasize the significance of children’s active use of math language and highlight the need to integrate numerical and non-numerical content in research on early mathematical development.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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