认知因素对儿童早期数学学习困难的影响

发布时间：2018-05-14 17:28

本文选题：早期数学学习困难 + 数学认知　；参考：《学前教育研究》2013年11期

【摘要】：为了考察认知因素对儿童早期数学学习的影响,本研究对智力正常但数学能力显著低于一般儿童的88名5岁儿童进行了智商、执行功能和数学能力的考察。结果表明,尽管教师推荐组儿童的智商总体上不低,但数学学习困难组儿童的智商显著低于数学低分组儿童。回归分析表明,在排除其他因素的影响以后,智商对儿童早期数学低分和数学学习困难的影响并不显著;数学学习困难组的男孩显著多于女孩;执行功能水平低下,特别是抑制控制和注意转换能力低下是影响儿童早期数学低分和数学学习困难的重要因素;低水平执行功能在鉴别数学学习困难儿童时可能是一个很有价值的参考因素;把TEMA数学能力分数作为儿童早期数学学习困难的评价指标值得进一步探究。
[Abstract]:In order to investigate the effect of cognitive factors on children's early learning of mathematics, this study investigated the intelligence quotient, executive function and mathematical ability of 88 five-year-old children who had normal intelligence but lower mathematical ability. The results showed that although the IQ of the children in the teacher recommendation group was not low, the IQ of the children in the group of mathematics learning difficulties was significantly lower than that of the children in the low group of mathematics. Regression analysis showed that, after excluding other factors, IQ had no significant effect on children's early low scores in mathematics and learning difficulties in mathematics; there were significantly more boys than girls in the group of learning difficulties in mathematics; and the level of executive function was low. In particular, inhibition of control and low ability of attention conversion are important factors that affect children's early low scores in mathematics and mathematics learning difficulties, and low level executive function may be a valuable reference factor in the identification of children with mathematical learning difficulties. It is worth further exploring that the score of TEMA mathematics ability should be regarded as the evaluation index of children's early mathematics learning difficulties.
【作者单位】：华东师范大学学前与特殊教育学院;河南大学教育学院;河北大学教育学院;上海长宁教育学院;
【基金】：教育部人文社会科学基金一般项目(编号:11YJAZH130)的阶段性研究成果
【分类号】：G613.4

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