WEKO3
アイテム
幼児の数表象の構造 : 具体物課題による検討
https://meilib.repo.nii.ac.jp/records/331
https://meilib.repo.nii.ac.jp/records/33174212ea7-ebbc-4fb5-b76d-1119159f118b
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
mgjc.journal.1991.3kuriyama (658.3 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2013-02-19 | |||||
| タイトル | ||||||
| タイトル | 幼児の数表象の構造 : 具体物課題による検討 | |||||
| タイトル | ||||||
| タイトル | Representational Structure of Numbers in Children | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 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 | 673 | |||||
| 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 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's 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. | |||||
| 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 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's 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. | |||||
| 書誌情報 |
宮崎女子短期大学紀要 en : Bulletin of Miyazaki Women's Junior College 巻 18, p. 31-39, 発行日 1992-03 |
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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 | |||||
