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幼児の数表象の構造 : 教授介入からの検討
https://meilib.repo.nii.ac.jp/records/364
https://meilib.repo.nii.ac.jp/records/364aa7cec8c-0e65-44a4-af88-12a8b1c13cca
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
mgjc.journal.1988.2kuriyama,yoshida (433.5 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 : 教授介入からの検討 | |||||
| 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× 吉田, 甫 |
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| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 762 | |||||
| 姓名 | KURIYAMA, Kazuhiro | |||||
| 著者別名 | ||||||
| 識別子Scheme | WEKO | |||||
| 識別子 | 763 | |||||
| 姓名 | YOSHIDA, Hajime | |||||
| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Representational of preschool children's number concepts was investigated in the present study. This research used the two type of test problems. The first type was to resolve numbers into 5's and x (5 Resolve Task). The another was to resolve numbers 10's and x (10 Resolve Task). Children were given one of two instructional interventions. The first group (5 Instruction group) was instructed how to perform the tasks based on the number 5. The second group (10 Instruction group) was instructed how to perform the tasks based on the number 10. Preschool children performed the 5 Resolve Task easier than the 10 Resolve task. These results suggested that preschool children would represent numbers 1 to 5 as a firm structure or privileged anchor. These results were discussed in term of a mental number line in a representational system of numbers. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | Representational of preschool children's number concepts was investigated in the present study. This research used the two type of test problems. The first type was to resolve numbers into 5's and x (5 Resolve Task). The another was to resolve numbers 10's and x (10 Resolve Task). Children were given one of two instructional interventions. The first group (5 Instruction group) was instructed how to perform the tasks based on the number 5. The second group (10 Instruction group) was instructed how to perform the tasks based on the number 10. Preschool children performed the 5 Resolve Task easier than the 10 Resolve task. These results suggested that preschool children would represent numbers 1 to 5 as a firm structure or privileged anchor. These results were discussed in term of a mental number line in a representational system of numbers. | |||||
| 書誌情報 |
宮崎女子短期大学紀要 en : Bulletin of Miyazaki Women's Junior College 巻 15, p. 7-12, 発行日 1989-03 |
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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 | |||||
