摘要
首先编制测查小学一年级儿童数感发展水平的测验,以筛查出数感发展不良儿童并进行数量转换和数量估计的动态干预。将数感不良儿童分为干预组(29人)和控制组(27人),并以数感正常儿童作为对照组(40人),以比较干预训练对儿童数感水平和与之密切相关的计算流畅性的促进作用。同时进一步考查数感和计算流畅性的作用方向。结果发现:(1)所编制的儿童数感发展测验信效度良好,能有效评估一年级儿童的数感水平;(2)数感不良儿童经干预后,其数感水平较控制组有了明显改善,计算流畅性水平也显著提高,甚至达到正常组儿童的水平;(3)数感对计算流畅性有明显的预测作用,是计算流畅性的基础。
As a common learning disability among grade school children, Mathematical Learning Dlsablhtles （MLI）） typically involve lower arithmetical abilities relative to children＇s mental age, However, children with MLD do not necessarily show reading and spelling disabilities. Based on the definition of disproportionate ability and achievement, the common method of MLD assessment is to evaluate the discrepancy between intelligence and mathematical achievement while controlling for children＇s reading ability. However, early diagnosis or assessment of MLD seems to be impractical for first to third grade children, due to relatively high math test scores that often yield a ＂ceiling effect.＂ Thus, it seems that the achievement discrepancy model is more appropriate for senior grades of primary school （4-6 grade） than for younger children. Unfortunately, it has been suggested that remedial instructions for students with diagnosis of MLD are far from perfect. Clearly early diagnosis and intervention is crucial for young children with potential risk of developing MLD. Number sense refers to an intuitive understanding of numbers that enables a person to solve mathematical problems with flexibility and creativity. It forms a foundation for number concepts and computing methods acquisition. Preschool and primary grades are critical periods for developing number sense. Previous studies supported insufficient number sense as a strong predictor of MLD. Asian essential characteristic of MLD, calculation fluency refers to the capacity of rapid and accurate computation and has been used as a key marker of potential MLD in young children. Given that insufficient number sense can lead to calculation deficiencies which in turn predicts MLD, early assessment and diagnosis of children＇s number sense, followed by specialized interventions, are particularly important for prevention of MLD. In order to examine the positive impact of interventions on number sense and calculation fluency among first grade primary school pupils,
出处
《心理学报》
CSSCI
CSCD
北大核心
2016年第7期804-817,共14页
Acta Psychologica Sinica
基金
国家自然科学基金项目(31260239
30860083)
关键词
儿童
数学学习困难(MLD)
数感
计算流畅性
动态干预
children
mathematical learning disabilities （MLD）
number sense
calculation fluency
dynamicintervention
