ppt课件-chartingtheroleofspatialabilitiesinmathematical.pptVIP

Count Me In Charting the Role of Spatial Abilities in Mathematical Development Jo-Anne LeFevre Sheri-Lynn Skwarchuk, Jeffrey Bisanz, Brenda Smith-Chant, Deepthi Kamawar Pathways Model Cognitive skills that predict early mathematics Spatial ”attention” Verbal Quantitative Relative contribution depends on the outcome measure LeFevre et al. (2010). Child Development. Question How do spatial abilities relate to mathematical skills? Gunderson et al. (2012): “little work has investigated the various underlying pathways by which spatial skill can improve mathematics early in development”. Hypothesis Gunderson et al.: We hypothesized that spatial skill plays a crucial role in the development of numerical reasoning by helping children to create a spatially meaningful, powerful numerical representation: the linear number line.” Data: Count Me In Data: three- or four- year longitudinal sample of 500 children (www.carleton.ca/cmi) Initial testing: preschool to Grade 2 (Grade 1 to Grade 5) Many measures; focus here on the number line task, arithmetic, and number knowledge 101 children in grades 2, 3, and 4, 1 year follow-up Number Line Task Given a number and a line with marked endpoints, place the number on the line What does the number line task measure? Reflection of children’s internal mental representation of number/quantity (Siegler, Booth, Opfer) Logarithmic vs. linear Reflection of children’s knowledge of the number system + proportional reasoning (Barth; Moeller; Bouwmeester) Linear Why do children’s number lines become more linear? Because children’s internal representations become more linear (Siegler) Because children gain more knowledge of the number system (in the appropriate range) Because their spatial processes and number system knowledge improve Arithmetic multi-digit addition, subtraction Single-digit multiplication Number knowledge Naming and Ordering large numbers Place value Research Questions Is spatial ability related to mathematical ta