关于数字和运算的误解——以学龄前儿童为例

Q3 Social Sciences
Artemis Eleftheriadi, Konstantinos Lavidas, Gerasimos S. Koustourakis, Stamatis Papadakis
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引用次数: 0

摘要

背景/目的:调查4-5岁和5-6岁学龄前学生对数学的误解及其差异,有助于制定适当的发展性数学教学方案。然而,尽管有几项研究调查了学龄前儿童以前对数学的认识和误解,但在希腊没有发现相应的研究。本研究旨在调查学龄前儿童对数字和运算的误解,并揭示4-5岁和5-6岁学龄前儿童对数字和运算的误解的差异。材料/方法-通过半结构化访谈收集数据,并根据内容分析方法进行分析。研究结果显示,5 -6岁的学龄前儿童比4-5岁的儿童表现得更好。对后一组的大多数误解似乎与反向计数、识别算术符号及其匹配的数量、不使用辅助对象和乘法的加法和减法有关。相反,一些5-6岁的学龄前儿童需要在不使用辅助物体的情况下帮助加减两位数。在一些情况下,还可以观察到基数、除法和乘法。结论-在两组学生中发现的关于数字和运算的误解以及他们通过研究产生的不同需求将使教师能够提供差异化的教学和个性化的教学支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Misconceptions about Numbers and Operations–A Case Study of Preschoolers
Background/purpose – Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers’ previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate pre schoolers’ misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods – Data were collected through semi-structured interviews and analyzed according to content analysis methodology. Results – The study’s results showed that 5 -6-year-old preschoolers perform better than those aged 4-5 years old. Most misconceptions of the latter group appeared to be related to reverse counting, identifying arithmetic symbols and their matching quantities, adding and removing numbers without using auxiliary objects and multiplication. On the contrary, some preschoolers aged 5-6 years old needed help adding or subtracting two-digit numbers without the use of auxiliary objects. There were also a few cases where cardinality, division, and multiplication were observed. Conclusion – The misconceptions identified in the two groups of students regarding numbers and operations and their distinct needs that emerged through the research will allow teachers to offer differentiated instruction and personalize teaching support.
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来源期刊
Educational Process International Journal
Educational Process International Journal Social Sciences-Education
CiteScore
3.40
自引率
0.00%
发文量
10
审稿时长
20 weeks
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