幼児の数表象の構造 : 具体物課題による検討

Representation of preschool children\u27s number concepts was investigated in the present study. They were given resolution problems task. Children were asked to resolve a number into X to Y in using concrete materials. It was significantly easier for children to solve the task with the number to resolve whose magnitudes were below 5 than one with the number to resolve whose magnitudes were over 5. Analyzing children\u27s strategies in dealing with concrete materials, we found that children adopted different strategies for counting objects. When dealing with numbers above 5, the children counted the objects directly to 5 and 1 by 1 for the remaining numbers over 5. These results suggested that preschool children represent numbers 1 to 5 as a firm structure or priveleged anchor for numbers.Representation of preschool children\u27s number concepts was investigated in the present study. They were given resolution problems task. Children were asked to resolve a number into X to Y in using concrete materials. It was significantly easier for children to solve the task with the number to resolve whose magnitudes were below 5 than one with the number to resolve whose magnitudes were over 5. Analyzing children\u27s strategies in dealing with concrete materials, we found that children adopted different strategies for counting objects. When dealing with numbers above 5, the children counted the objects directly to 5 and 1 by 1 for the remaining numbers over 5. These results suggested that preschool children represent numbers 1 to 5 as a firm structure or priveleged anchor for numbers