摘要
数量语言与数学能力发展关系的研究近年来发展较快。通过分析对比汉英分数表达形式的不同点、汉英数字结构及其对十进位以及其他数学术语的影响,论述了汉英数量语言之间的差异及其对中美两国儿童在汉英数字习得、十进位、项的拆分合并等计算策略能力的影响,根据研究结果对中美两国儿童的早期数学教学提出建议。美国儿童应提早学习数字,适当增加计算;中国的数学教育应减少题海战术,注重理解,重视培养儿童的运算策略和逻辑思维能力。
The research on the relationship between number-naming systems and development of mathematical ability has been increasingly developed. By comparing different expressions of fractions, number structures between English and Chinese, and analyzing their influence on the cognition of ten-base system and other mathematical terms, the differences between Chinese and English number-naming systems and its impact on children＇s mathematics ability, such as early number acquisition, the mastery of ten-base system, decomposition and integration are introduced. Several viewpoints on the early children mathematics education are brought forth and suggest that the development of early number acquisition in American children should focus on practicirg calculations while Chinese children should practice less and focus on understanding in order to train manipulative ability and logical thinking.
出处
《上海第二工业大学学报》
2013年第2期141-146,共6页
Journal of Shanghai Polytechnic University
关键词
汉英数量语言
儿童
数学能力
数量认知
number-naming systems of Chinese and English
children
mathematical ability
number cognition
