几何意识增强21三体儿童的算术能力

Q3 Multidisciplinary
J. Cogolludo-Agustín, Paola Magrone, Elena Gil Clemente, Ana Millán Gasca
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引用次数: 0

摘要

背景:对唐氏综合症(21三体)儿童认知能力的研究表明,他们在操纵数字方面表现不佳。Elisabetta Monari Martinez(2002)的研究表明,将数学视为超越书面算术的探索领域,可以为他们提供“人类繁荣”的机会(Su, 2020)。几何提供了一个合适的起点。目的:探讨几何活动在引导T21儿童认识整数和有理数中的应用。设计:设计了一系列的7个工作坊,通过平面几何活动来传达算术概念(计数、比较、测量)。背景和参与者:七个年龄在9到13岁之间的孩子,他们已经完成了三年的几何课程,他们在闲暇时间参加了在西班牙萨拉戈萨Sesdown协会举办的讲习班。数据收集和分析:原始数据包括1)所有参与实验的成年人对生活经验的书面反映(Van Manen, 1990),遵循共享的协议观察指南;2
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Geometrical Awareness Enhances Numeracy in Children with Trisomy 21
Background : Studies on cognition in children with Down Syndrome (Trisomy 21) have described poor performance manipulating numbers. Elisabetta Monari Martinez's (2002) research suggest that considering mathematics as a universe of exploration beyond written arithmetic can offer them an opportunity for “human flourishing” (Su, 2020). Geometry offers a suitable starting point. Objective : Exploring the use of geometrical activities for introducing children with T21 to integer and rational numbers. Design : A series of 7 workshops were designed to convey arithmetic concepts (counting, comparing and measuring) through plane geometry activities. Setting and Participants : Seven children aged 9 to 13, who had already completed a 3-year work on geometry, participated in the workshops held at the venue of the Spanish association Sesdown in Zaragoza, in leisure time. Data collection and analysis : Raw data consisted of 1) written reflections of lived experience (Van Manen, 1990) by all adults participating in the experiment, following a shared protocol observation guide; 2
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来源期刊
Acta Scientiae
Acta Scientiae Multidisciplinary-Multidisciplinary
CiteScore
0.70
自引率
0.00%
发文量
43
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