Abstract:

The study taking number、number operation and pattern as the starting point, use individual interviews to investigate 120 children aged 4-6 in Shanghai in order to investigate the developmental characteristics and trends of multi-representations in 4-6 year-old children’s mathematics cognition. The major findings of this study were as follows: The children aged 4 to 6 years have developed initial multi-representation ability in number, number operation and pattern in the development of mathematics cognitive. The children between 4 to 6 years have age difference in the number of the representation forms they used in the multi-representation tasks in number.The children between 4 to 6 years have significant age in the development of multi-representation in number operation. With the age, the number of the representation forms children used also increase. With the age, 4-6 year-old children’s multi-representation levels increase. Significant positive correlation emerged between their multi-representation levels in number operation and the number of the representation forms they used.No significant age or gender differences were found between the development of 4-6 year-old children’s multi-representation in pattern. But the children between 4 to 6 years have age difference in the number of the representation forms they used in the multi-representation tasks in pattern. With the age, the numbers of the representation forms children used increase. Children aged from 4 to 6 tend to use the real-world situations and manipulative aids which both were descriptive representations.Significant positive correlation emerged between the 4-6 year-old children’s multi-representation abilities in number and in number operation. Children’s multi-representation abilities in number operation and in pattern also have a certain correlation.

Key words: Young children, Mathematics cognition, Multi-representation, Number, Number Operation, Pattern

摘要：

本研究以早期儿童数学认知中的数、数运算以及模式三个维度为切入点，对来自上海市的120名4—6岁儿童采用个别面试法考察其数学认知中的多元表征，采用描述性统计、多元方差分析、卡方检验等方法探查儿童多元表征的发展特点、相互关系及影响因素。结果表明：4—6岁儿童已具备初步的数、数运算、模式的多元表征能力，其中数的多元表征能力最好；4—6岁儿童在数、模式的多元表征中未出现明显的年龄差异与性别差异，在数运算多元表征中有明显的年龄差异，无性别差异；儿童使用的表征形式数量随年龄增长相应增加，且更倾向于使用描绘性表征中的实物情境表征与教具模型表征；4—6岁儿童数、数运算、模式的多元表征能力之间存在一定的相关；除年龄之外，已有学习经验、学习材料的呈现样式也是影响儿童多元表征的可能性因素。

关键词: 学前儿童, 数学认知, 多元表征, 数, 数运算, 模式