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<論文>幼児の数表象の構造 : 5歳児の具体物を用いた分解課題の方略分析
https://meilib.repo.nii.ac.jp/records/322
https://meilib.repo.nii.ac.jp/records/3223c2d99b2-699f-41c9-b272-7c96867ee587
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
mgjc.journal.1992.3kuriyama (765.6 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2013-02-04 | |||||
| タイトル | ||||||
| タイトル | <論文>幼児の数表象の構造 : 5歳児の具体物を用いた分解課題の方略分析 | |||||
| タイトル | ||||||
| タイトル | <Article>Representational Structre of Numbers in Children | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | preschool_children's_number_concepts | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | resolution_problem_tasks | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | concrete_materials | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | numbers_1_to_5_as_a_privileged_anchor | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | preschool_children's_number_concepts | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | resolution_problem_tasks | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | concrete_materials | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | numbers_1_to_5_as_a_privileged_anchor | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
栗山, 和広
× 栗山, 和広 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 651 | |||||
| 姓名 | KURIYAMA, Kazuhiro | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Representation of preschool children's number concepts was investigated in the present study. They were given resolution problem tasks. Children were asked to resolve a number into X to Y in using concrete materials. Analyzing children's strategies in dealing with concrete materials, it was shown that children adopted different strategies for counting objects. When dealing with numbers over 5,the children counted the objects directly to 5 and 1 by 1 for the remaining numbers over 5. This result suggested that preschool children may represent numbers 1 to 5 as a privileged anchor or firm structure. The structure of preschool children's number concepts was discussed in terms of procedual knowledge and conceptual knowledge. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Representation of preschool children's number concepts was investigated in the present study. They were given resolution problem tasks. Children were asked to resolve a number into X to Y in using concrete materials. Analyzing children's strategies in dealing with concrete materials, it was shown that children adopted different strategies for counting objects. When dealing with numbers over 5,the children counted the objects directly to 5 and 1 by 1 for the remaining numbers over 5. This result suggested that preschool children may represent numbers 1 to 5 as a privileged anchor or firm structure. The structure of preschool children's number concepts was discussed in terms of procedual knowledge and conceptual knowledge. | |||||
| 書誌情報 |
宮崎女子短期大学紀要 en : Bulletin of Miyazaki Women's Junior College 巻 19, p. 75-83, 発行日 1993-03 |
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| 出版者 | ||||||
| 出版者 | 宮崎女子短期大学 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 02898748 | |||||
