3~6年级儿童整数数量表征与分数数量表征的关系

摘要/Abstract

摘要： 研究主要探讨了整数数量表征和分数数量表征的关系以及年级对两者关系的影响。实验对155名三至六年级儿童进行0~1分数数字线估计任务和0~1000整数数字线估计任务的测量。结果发现：（1）对于整数数字线估计，所有年级儿童均主要采取了线性表征；（2）对于分数数字线估计，五六年级儿童主要采取了线性表征，三四年级儿童没有明显的线性表征或对数表征的倾向；（3）整数数量表征和分数数量表征呈显著正相关，不过年级对两者的关系产生了影响，表现在只有五六年级儿童的整数数字线估计对分数数字线估计有显著预测作用。

关键词: 数字线估计, 数量表征, 对数模型, 线性模型

Abstract: In order to explore the relationship between whole number magnitude representation and fraction magnitude representation as well as the influence of grade on the relationship, this study examined the performance of 155 third to sixth graders in the 0-1000 whole number line and 0-1 fraction line estimation tasks. The results showed (1) For whole number estimate, the estimates of most children fitted a linear function; (2) But for symbolic fractions only fifth and sixth graders produced estimates consistent with a linear function; (3) As a whole, whole number magnitude representation (WMR) was positively related to symbolic fraction magnitude representation (SFMR). However, the grade had significant influence on the relationship between WMR and SFMR: only fifth and sixth grader's WMR could significantly predict SFMR but third and fourth grader's WMR could not.

Key words: number line estimation, magnitude representation, logarithmic function, linear function

中图分类号:

B844.1

张丽, 卢彩芳, 杨新荣. 3~6年级儿童整数数量表征与分数数量表征的关系[J]. 心理发展与教育, 2014, 30(1): 1-8.

ZHANG Li, LU Cai-fang, YANG Xin-rong. Relationship between the Magnitude Representation of Whole Numbers and Fractions for 3 to 6 Graders[J]. Psychological Development and Education, 2014, 30(1): 1-8.

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