| 数学能力的脑与认知科学研究及其对早期数学教育的启示 |
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| 引用本文： | 贺丽霞.数学能力的脑与认知科学研究及其对早期数学教育的启示[J].全球教育展望,2012(9):41-46. |
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| 作者姓名： | 贺丽霞 |
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| 作者单位： | 中国科学院生物物理研究所 |
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| 基金项目： | “国家自然科学基金青年科学基金项目”(项目编号:31100813);教育部留学回国人员科研启动基金“教育神经科学的前沿研究与教育的革新”的研究成果 |
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| 摘 要： | 数学能力是基础性的认知能力,包括数量、空间和逻辑推理等认知能力。早期数学教育有助于在儿童发育和发展的关键期为儿童奠定认知和神经基础,从而培养儿童抽象而精确的数学思维能力与问题解决能力。脑与认知科学研究表明,儿童生来具有数的概念,体现在两个独立的数的核心表征系统,一是大数系统,模糊估计、粗略表征物体的数量幅度;二是小数系统,精确计数、清晰表征每一个物体。早期数学教育可以借鉴当前丰富的脑与认知科学研究成果,将科学理论和教学实践相结合,利用儿童先天具备的数学潜质,逐渐深入而广泛地培养儿童的数学技能。培养儿童的早期数学能力需要家庭、学校和社会的共同努力。
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| 关 键 词： | 学前儿童 数学教育 数数 运算 数的核心表征系统 表征 |
Mathematical Abilities Studied in Brain and Cognitive Science: Implications for Early Childhood Mathematics Intervention |
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| Authors: | HE Lixia |
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| Institution: | HE Lixia (Institute of Biophysics, Chinese Academy of Sciences,Beijing,100101,China) |
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| Abstract: | Mathematics is cognitively foundational, with its process involving quantitative, spatial and logical reasoning. Early childhood mathematics interventions have shown to be effective in helping childrenform a neural and cognitive foundation, at their critical developmental stages, for Abstract and elaborate mathematical thinking and problem solving. Evidence from brain and cognitive studies shows children are born with numerical capacities, which rest on two core systems of numbers, one for representing large and approximate numerical magnitudes, and the other for the precise representation of small numbers of individual objects. By intergrating scientific findings from brain and cognitive researches and practical teaching experiences in classrooms, early childhood mathematics interventions may extend children’s potential of mathematcial skills more deeply and broadly. This intervention project requires efforts from families, schools and the whole society. |
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| Keywords: | preschoolers mathematics interventions counting arithmetic core systems of number representation |
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