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首页> 外文期刊>Journal of Mathematical Behavior >Evaluation of three interventions teaching area measurement as spatial structuring to young children
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Evaluation of three interventions teaching area measurement as spatial structuring to young children

机译：三种干预教学区测量评价为幼儿的空间结构

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We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process. Replicating microgenetic procedures we used in previous research with older children to ascertain whether we can build these competencies earlier, we also extended the previous focus on correctness to include analyses of children’s use of procedural and conceptual knowledge and examined individual differences in strategy shifts before and after transitions, enabling a more detailed examination of the hypothesized necessity of development through each level of a learning trajectory. The two experimental interventions focused on a dynamic conception of area measurement while also emphasizing unit concepts, such as unit identification, iteration, and composition. The findings confirm and extend earlier results that seeing a complete record of the structure of the 2D array—in the form of a drawing of organized rows and columns—supported children’s spatial structuring and performance.
机译：我们评估了三种教学干预措施的效果，这些干预措施旨在帮助幼儿理解面积测量是一个结构化过程。复制我们在之前对年龄较大的儿童进行的研究中使用的微基因程序，以确定我们是否能够更早地建立这些能力，我们还将之前对正确性的关注扩展到包括对儿童使用程序性和概念性知识的分析，并检查了转换前后策略转变的个体差异，通过学习轨迹的每一个层次，对发展的假设必要性进行更详细的检查。这两项实验干预侧重于面积测量的动态概念，同时也强调单位概念，如单位识别、迭代和组合。这些发现证实并扩展了早期的研究结果，即以有组织的行和列的图形形式看到2D阵列结构的完整记录支持儿童的空间结构和表现。

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