HKIER

摘要

本研究使用結構性材料指導4.5–5.5歲兒童有系統地學習加減法，並與使用非結構性材料的同齡兒童進行對比，藉以探討兩種操作材料對於兒童數學邏輯發展潛能的影響。結果表明，結構性材料能夠幫助兒童理解加減法關係（數量的整體與部分關係）。理解這些關係，可以促進兒童在解答加減法時採用分解／組合策略，並減少加減法混淆的錯誤。

Abstract

This study investigated and compared the effects of two different types of physical materials (aids with structurally organized patterns vs. objects with randomly varying patterns) on children’s potential logical thinking development. Two groups of children at age of 4.5 to 5.5 years old were taught addition and subtraction systematically with either one of these types of teaching materials. Comparison of their performance showed that the aids with structurally organized patterns could facilitate children’s understanding of addition-subtraction relations (part-whole relations in numbers). Children’s understanding of such relations enhances their choice of decomposition/combination strategies, which subsequently reduced their confusion and errors in computation.