文章基本信息

标题：Cognitive Representation of Numbers in Children of Different Ages
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作者：VLAHOVIĆ ŠTETIĆ, Vesna ; KOVAČIĆ, Suzana
期刊名称：Drustvena istrazivanja. Journal for General Social Issues
印刷版ISSN：1330-0288
出版年度：1999
卷号：8
期号：4 (42)
页码：563-577
出版社：Institute of Social Sciences IVO PILAR
摘要：The aim of this paper was to check and compare the cognitive representation of numbers in three groups of children: preschool (N=30), first-grade schoolchildren (N=31) and second-grade (N=30) elementary schoolchildren. In accordance with the developmental theory of understanding numbers it was presupposed that younger children construct numbers as wholes composed of single elements, while first and second-grade schoolchildren have several more complex constructions. The examinees’ task was to present five numbers given in random order by using squares for ones and tens. In the second attempt the examinees were supposed to present the same numbers in a different, new way. The children’s correct constructions were divided into the following categories:1) representations one-by-one, 2) canonical representations and 3) non-canonical representations. The results indicate that there are no differences between girls and boys in the tasks completed. Analyses with regard to the children’s age demonstrate that in the first attempt of construction the second-grade children have less one-by-one representations and more canonical representations than the other two groups of examinees. In non-canonical representations there are no differences among the groups examined. When analysing the correct constructions in the second attempt, there are no differences among the three groups of examinees in the one-by-one constructions. Pre-school children have a larger number of canonical representations than second-grade children, and a smaller number of non-canonical representations than first and second-grade children. Second-grade children have shown greater ability than pre-school children in constructing a given number in two different ways. The results obtained are in accordance with the presuppositions of the developmental theory of understanding numbers.