幼児の数表象の構造 : 加減算問題におけるストラテジー分析

Representation of preschool children\u27s number concepts was investigated in the present study. Children were given both addition and subtraction problems. Four counting strategies were found for all the addition and subtraction problems. The strategies were overt counting (O-type), covert counting (C-type), direct counting (D-type), and internal counting (I-type). The frequency ratio of direct counting type for addition and subtraction problems increased significantly for problems with numbers below 5 more than problems with numbers over 5. Children used more advanced strategies in solving problems with numbers below 5. These results suggested that preschool children represent numbers to 5 as a firm structure or privileged anchor for numbers.Representation of preschool children\u27s number concepts was investigated in the present study. Children were given both addition and subtraction problems. Four counting strategies were found for all the addition and subtraction problems. The strategies were overt counting (O-type), covert counting (C-type), direct counting (D-type), and internal counting (I-type). The frequency ratio of direct counting type for addition and subtraction problems increased significantly for problems with numbers below 5 more than problems with numbers over 5. Children used more advanced strategies in solving problems with numbers below 5. These results suggested that preschool children represent numbers to 5 as a firm structure or privileged anchor for numbers