文献类型：期刊文献

中文题名：不同计算能力儿童早期加减法策略运用差异的比较研究

英文题名：Differences of Addition & Subtraction Strategy Usage between Young Children with High, Medium, and Low Arithmetical Abilities

作者：刘颂[1,2];许晓晖[3]

第一作者：刘颂

机构：[1]北京师范大学教育学院,北京100875;[2]北京联合大学特殊教育学院,北京100075;[3]首都师范大学教育学院,北京100089

第一机构：北京师范大学教育学院,北京100875

年份：2008

卷号：17

期号：2

起止页码：39-43

中文期刊名：数学教育学报

外文期刊名：Journal of Mathematics Education

收录：CSTPCD;;国家哲学社会科学学术期刊数据库;北大核心:【北大核心2004】；

语种：中文

中文关键词：加减法;策略选择;策略执行;计算能力

外文关键词：addition and subtraction; strategy selection; strategy execution; arithmetical ability

摘要：加减法策略反映儿童对数概念及其关系的理解与运用，是衡量儿童早期数学认知发展水平和个体差异的重要指标．可采用个别测查法对儿童早期加减法策略运用的年龄内个体差异进行考察．研究发现：儿童早期加减法策略运用差异不仅表现在策略使用数量、策略分布、策略执行正确率方面，而且题目难度对不同计算能力儿童策略选择和执行的影响程度不同，高分组、中间组儿童的策略运用比低分组儿童表现出更明显的适应性特点。
Addition and subtraction strategies reflect young children＇s comprehension and usage of numerical concepts, and were important indexes of developmental level of mathematical cognition and individual difference. This study focused on exploring differences of strategies usage between 5～6-year-old children by individual tests. The results wore as follows： There were significant differences of strategy usage between 5-6-year-old children in strategy number, strategy choice, strategy accuracy; The difficulty of problems had significantly different effect on strategies selection and execution between children with different arithmetical abilities, that＇s children with higher arithmetical abilities were more adaptive to problem difficulty than those with low arithmetical abilities.