摘要
分数在儿童的数学学习过程中发挥着重要作用,其学习效果可以预测更为复杂的数学知识的掌握程度。但分数的理解通常会受到自然数知识和分数表征的干扰。目前,大量研究发现,数字线估计方法能显著提高小学生对分数概念的理解。本研究从分数的空间表征特性及其易受干扰的特点出发,结合数字线在分数研究及教学领域的应用,论述数字线与分数特征的良好匹配,并从积极动机视角阐述数字线教学方式的多样化应用。最后,启发未来研究进一步揭示数字线干预促进分数学习的内在机制,个体的数学能力、文化背景等因素对数字线干预效果的影响,深入探究数字线游戏化方式及其与传统文化的深度融合对分数学习的影响。
Fractions play an important role in children’s mathematical learning process,and their learning effectiveness can predict the mastery level of more complex mathematical knowledge.However,the understanding of fractions is often interfered by natural number knowledge and fraction representation.Currently,a large amount of research has found that the number line estimation method can significantly improve elementary students’understanding of fraction concepts.Starting from the spatial representation characteristics of fractions and their susceptibility to interference,this study combines the application of number lines in the research and teaching fields of fractions,discussing the good match between number lines and fraction features,and elaborating on the diverse applications of number line teaching methods from the perspective of positive motivation.Finally,it inspires further research to reveal the intrinsic mechanisms of number line intervention in promoting fraction learning,the influence of individuals’mathematical abilities,cultural backgrounds,and other factors on the effectiveness of number line intervention,as well as in-depth exploration of the gamification of number lines and their deep integration with traditional culture on fraction learning.
作者
周丹丹
赵钰
汤明明
曲克蒙
郭云飞
陈琦
李永鑫
ZHOU Dandan;ZHAO Yu;TANG Mingming;QU Kemeng;GUO Yunfei;CHEN Qi;LI Yongxin(Institute of Psychology and Behavior,Henan University,Kaifeng 475004;Hanlinyuan Primary School,Kaifeng 475004;School of Psychology,Shenzhen University,Shenzhen 518060)
出处
《心理研究》
2025年第6期568-576,共9页
Psychological Research
基金
河南省哲学社会科学规划年度项目(2023CJY053)
河南省科技攻关项目(242102321085)。
关键词
分数
分数表征
数字线干预
小学儿童
fraction
fractional representation
number line intervention
primary school children
