Journal of Numerical Cognition最新文献

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The real preschoolers of Orange County: Early number learning in a diverse group of children 奥兰治县真正的学龄前儿童：不同儿童群体的早期数字学习

Q2 Mathematics

Journal of Numerical Cognition

Pub Date : 2021-04-27 DOI: 10.31219/osf.io/atzys

B. Sarnecka, James Negen, Nicole R. Scalise, Meghan C. Goldman, Jeffrey N. Rouder

The authors assessed a battery of number skills in a sample of over 500 preschoolers, including bothmonolingual and bilingual/multilingual learners from households at a range of socio-economic levels.Receptive vocabulary was measured in English for all children, and also in Spanish for those who spoke it.The first goal of the study was to describe entailment relations among numeracy skills: Findings indicatedthat transitive and intransitive counting were jointly required for understanding cardinality; that cardinalityand knowledge of written number symbols were both required for using number lines. The study’s secondgoal was to describe relations between symbolic numeracy and language context (i.e., monolingual vs.bilingual contexts), separating these from well-documented socio-economic influences such as householdincome and parental education: Language context had only a modest effect on numeracy, with nodifferences detectable on most tasks. However, a difference did appear on the scaffolded number-line task,where bilingual learners performed slightly better than monolinguals. The third goal of the study was to findout whether symbolic number knowledge for one subset of children (Spanish/English bilingual learnersfrom low-income households) differed when tested in their home language (Spanish) vs. their language ofpreschool instruction (English): Findings indicated that children performed as well or better in English thanin Spanish for all measures, even when their receptive vocabulary scores in Spanish were higher than inEnglish.

作者对500多名学龄前儿童的一组数字技能进行了评估，其中包括来自不同社会经济水平家庭的单语和双语/多语言学习者。该研究的第一个目标是描述算术技能之间的隐含关系：研究结果表明，传递计数和不及物计数是理解基数所必需的；基数和书写数字符号的知识都是使用数字线所必需的。该研究的第二个目标是描述符号算术和语言环境（即单语与双语环境）之间的关系，将其与家庭收入和父母教育等有据可查的社会经济影响区分开来：语言环境对算术的影响不大，在大多数任务中都没有发现差异。然而，在脚手架式的数字线任务中确实出现了差异，双语学习者的表现略好于单语学习者。该研究的第三个目标是找出一个子集儿童（来自低收入家庭的西班牙语/英语双语学习者）在用母语（西班牙语）和学前教育语言（英语）测试时的符号数知识是否不同：研究结果表明，在所有测量中，儿童的英语表现都与西班牙语一样好或更好，即使他们西班牙语的接受性词汇得分高于英语。

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引用次数: 0

Developmental dyscalculia 发展性计算障碍

Q2 Mathematics

Journal of Numerical Cognition

Pub Date : 2019-12-10 DOI: 10.4324/9781351124805-6

A. Knops

引用次数: 0

The Nature of Math Anxiety in Adults: Prevalence and Correlates. 成人数学焦虑的本质:患病率和相关因素。

Q2 Mathematics

Journal of Numerical Cognition

Pub Date : 2019-01-01 Epub Date: 2019-08-22 DOI: 10.5964/jnc.v5i2.195

Sara A Hart, Colleen M Ganley

It is important to understand the nature of math anxiety in the general adult population, as the importance of math skills does not end when one leaves school. To this end, we present a well-powered, preregistered study of English-speaking U.S. adults describing the nature of math anxiety in this population. 1000 participants were recruited online. Math anxiety was approximately normally distributed, with the mean between "some" and "moderate". Math anxiety was significantly negatively correlated with probability knowledge and math fluency, and significantly positively correlated with general anxiety and test anxiety. Women reported higher math anxiety than did men. Participants who had completed graduate school or had a STEM career had significantly lower levels of math anxiety than did those with less education, or non-STEM careers. Thus, we see evidence for math anxiety in U.S. adults and that it correlates with factors also reported in previous studies using younger and student populations.

了解一般成年人的数学焦虑的本质是很重要的，因为数学技能的重要性并没有随着一个人离开学校而结束。为此，我们提出了一项强有力的、预先注册的研究，研究对象是说英语的美国成年人，描述了这一人群中数学焦虑的本质。1000名参与者是在网上招募的。数学焦虑近似为正态分布，均值介于“有些”和“中等”之间。数学焦虑与概率知识、数学流畅性呈显著负相关，与一般焦虑、考试焦虑呈显著正相关。女性的数学焦虑程度高于男性。完成研究生学业或从事STEM职业的参与者的数学焦虑水平明显低于那些受教育程度较低或从事非STEM职业的参与者。因此，我们在美国成年人中看到了数学焦虑的证据，并且它与先前使用年轻人和学生人群的研究中报告的因素相关。

引用次数: 54

Natural Alternatives to Natural Number: The Case of Ratio 自然数的自然替代：比率的情况

Q2 Mathematics

Journal of Numerical Cognition

Pub Date : 2018-06-07 DOI: 10.5964/JNC.V4I1.97

Percival G. Matthews, Amy B. Ellis

The overwhelming majority of efforts to cultivate early mathematical thinking rely primarily on counting and associated natural number concepts. Unfortunately, natural numbers and discretized thinking do not align well with a large swath of the mathematical concepts we wish for children to learn. This misalignment presents an important impediment to teaching and learning. We suggest that one way to circumvent these pitfalls is to leverage students' non-numerical experiences that can provide intuitive access to foundational mathematical concepts. Specifically, we advocate for explicitly leveraging a) students' perceptually based intuitions about quantity and b) students' reasoning about change and variation, and we address the affordances offered by this approach. We argue that it can support ways of thinking that may at times align better with to-be-learned mathematical ideas, and thus may serve as a productive alternative for particular mathematical concepts when compared to number. We illustrate this argument using the domain of ratio, and we do so from the distinct disciplinary lenses we employ respectively as a cognitive psychologist and as a mathematics education researcher. Finally, we discuss the potential for productive synthesis given the substantial differences in our preferred methods and general epistemologies.

绝大多数培养早期数学思维的努力主要依赖于计数和相关的自然数概念。不幸的是，自然数和离散化思维并不符合我们希望孩子们学习的大量数学概念。这种错位是教与学的重要障碍。我们建议规避这些陷阱的一种方法是利用学生的非数值经验，这些经验可以提供对基本数学概念的直观访问。具体来说，我们提倡明确地利用a)学生对数量的基于感知的直觉和b)学生对变化和变化的推理，并且我们解决了这种方法提供的支持。我们认为，它可以支持的思维方式，有时可能更符合要学习的数学思想，因此可以作为一个富有成效的替代特定的数学概念，当与数字相比。我们使用比率的领域来说明这一论点，我们从不同的学科镜头来做，我们分别作为认知心理学家和数学教育研究者。最后，我们讨论了鉴于我们的首选方法和一般认识论的实质性差异的生产性综合的潜力。

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引用次数: 13

Narrowing the Early Mathematics Gap: A Play-Based Intervention to Promote Low-Income Preschoolers' Number Skills. 缩小早期数学差距:以游戏为基础的干预促进低收入学龄前儿童的数字技能。

Q2 Mathematics

Journal of Numerical Cognition

Pub Date : 2017-01-01 Epub Date: 2018-01-30 DOI: 10.5964/jnc.v3i3.72

Nicole R Scalise, Emily N Daubert, Geetha B Ramani

Preschoolers from low-income households lag behind preschoolers from middle-income households on numerical skills that underlie later mathematics achievement. However, it is unknown whether these gaps exist on parallel measures of symbolic and non-symbolic numerical skills. Experiment 1 indicated preschoolers from low-income backgrounds were less accurate than peers from middle-income backgrounds on a measure of symbolic magnitude comparison, but they performed equivalently on a measure of non-symbolic magnitude comparison. This suggests activities linking non-symbolic and symbolic number representations may be used to support children's numerical knowledge. Experiment 2 randomly assigned low-income preschoolers (M _age = 4.7 years) to play either a numerical magnitude comparison or a numerical matching card game across four 15 min sessions over a 3-week period. The magnitude comparison card game led to significant improvements in participants' symbolic magnitude comparison skills in an immediate posttest assessment. Following the intervention, low-income participants performed equivalently to an age- and gender-matched sample of middle-income preschoolers in symbolic magnitude comparison. These results suggest a brief intervention that combines non-symbolic and symbolic magnitude representations can support low-income preschoolers' early numerical knowledge.

低收入家庭的学龄前儿童在数字技能方面落后于中等收入家庭的学龄前儿童，而这些技能是日后数学成就的基础。然而，这些差距是否存在于符号和非符号数字技能的平行测量中尚不清楚。实验1表明，低收入家庭学龄前儿童在符号量比较上的判断准确性低于中等收入家庭学龄前儿童，但在非符号量比较上的判断准确性相当。这表明连接非符号和符号数字表征的活动可以用来支持儿童的数字知识。实验2随机分配低收入学龄前儿童(M = 4.7岁)在3周的时间内玩4个15分钟的数值大小比较或数值匹配纸牌游戏。大小比较纸牌游戏在测试后的即时评估中显著提高了参与者的符号大小比较技能。在干预之后，低收入参与者的表现与年龄和性别匹配的中等收入学龄前儿童样本的象征性幅度比较相当。这些结果表明，结合非符号和符号大小表征的简短干预可以支持低收入学龄前儿童的早期数字知识。

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引用次数: 33

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