母亲对儿童早期数字概念学习的支持预测学前和一年级数学成绩外文翻译资料

Maternal Support of Childrens Early Numerical Concept Learning Predicts Preschool and First‐Grade Math Achievement

Beth M. Casey Caitlin M. Lombardi Dana Thomson Hoa Nha Nguyen Melissa Paz Cote A. Theriault Eric Dearing

First published: 14 November 2016 https://doi.org/10.1111/cdev.12676

母亲对儿童早期数字概念学习的支持预测学前和一年级数学成绩

Abstract

The primary goal in this study was to examine maternal support of numerical concepts at 36 months as predictors of math achievement at 4frac12; and 6‐7 years. Observational measures of mother–child interactions (n = 140) were used to examine type of support for numerical concepts. Maternal support that involved labeling the quantities of sets of objects was predictive of later child math achievement. This association was significant for preschool (d = .45) and first‐grade math (d = .49), controlling for other forms of numerical support (identifying numerals, one‐to‐one counting) as well as potential confounding factors. The importance of maternal support of labeling set sizes at 36 months is discussed as a precursor to childrens eventual understanding of the cardinal principle.

摘要

本研究的主要目的是考察母亲在36个月时对数字概念的支持，作为4岁和6 - 7岁时数学成绩的预测因素。母子互动的观察测量( n = 140 )被用来检查对数值概念的支持类型。母亲的支持包括给物体的数量贴标签，这预示着孩子以后的数学成绩。这种关联对于学前教育( d = 0.45 )和一年级数学( d = 0.49 )来说意义重大，控制着其他形式的数字支持(识别数字，一对一计数)以及潜在的混淆因素。母亲支持在36个月时标注尺寸的重要性被讨论为儿童最终理解基本原则的前兆。

Childrens arithmetic skills at the outset of schooling are robustly predictive of long‐term achievement, including their odds of graduating from high school and their level of earnings in adulthood (Currie amp; Duncan, 2000; Duncan et al., 2007; Feinstein amp; Bynner, 2004). Although mechanisms underlying these associations are not yet fully understood, there is increasing evidence that the years prior to school entry may be a critical time to provide children with numerical experiences. Arithmetic skills at school entry are strong predictors of both later math and reading skills, even more so than school‐entry reading skills (Duncan et al., 2007). One source of the early emerging individual differences in childrens arithmetic that give rise to these lasting correlations may be the extent to which parents support numerical learning in the home.

儿童在入学初期的算术技能可以有力地预测长期成绩，包括他们高中毕业的几率和成年后的收入水平( Curie和 Duncan，2000年；Duncan等人，2007年；Feinstein 和 Bynner，2004年)。虽然这些关联的机制还没有完全了解，但越来越多的证据表明，入学前的几年可能是向儿童提供数字体验的关键时期。入学时的算术技能是未来数学和阅读技能的有力预测者，甚至比入学时的阅读技能更能预测( Duncan等人，2007年)。儿童算术中早期出现的个体差异导致这些持久相关性的一个原因可能是父母在多大程度上支持家庭中的数字学习。

There is evidence that increased math‐related activities in the home are associated with childrens early numerical skills. However, there is less research directly examining parent–child interactions to determine which types of numerical support behaviors are associated with childrens later math skills. Understanding maternal support of numerical skills is an important first step in this process, given that mothers, on average, take on a large share of caretaking in the home, even among those employed full time (Claffey amp; Mickelson, 2009; Lachance‐Grzela amp; Bouchard, 2010). Thus, the purpose of the present research was to investigate the maternal support of numerical concepts when children were 36 months old as predictors of childrens math skills at 4frac12; years and in first grade (6 years), using standardized measures of math achievement.

有证据表明，家庭中与数学相关的活动增多与儿童早期的数字技能有关。然而，很少有研究直接考察父母和孩子之间的互动，以确定哪些类型的数字支持行为与孩子后来的数学技能相关联。理解母亲对数字技能的支持是这一过程中重要的第一步，因为母亲平均在家中承担了很大一部分照料工作，甚至在全职雇员中也是如此( Claffey 和 Mickelson，2009年；Lachnce - Grzela和Bouchard，2010年)。因此，本研究的目的是调查36个月大的孩子在4岁和一年级( 6岁)时，母亲对数学概念的支持，使用标准化的数学成绩衡量标准。

Literature on Childrens Numerical Development关于儿童数字发展的文献

There are a number of key milestones integral to the development of children understanding of the symbolic numerical system that relate to exact numerical quantities. In the present study of maternal numerical support at 36 months, we focused on support of specific numerical concepts developing around this age including rote counting, identifying written numerals, one‐to‐one counting of objects, and providing the numerical labels to sets of objects of different quantities (e.g., “There are 3 apples here.”). It should be noted that the ages at which children acquire different concepts can vary widely.

有许多关键的里程碑，对于儿童理解与精确数值相关的符号数值系统是必不可少的。在目前对36个月产妇数字支持的研究中，我们重点支持这个年龄前后发展起来的特定数字概念，包括死记硬背、识别书面数字、一对一的对象计数，以及为不同数量的对象组提供数字标签(例如，“这里有3个苹果。”)中。应该指出的是，儿童获得不同概念的年龄差异很大。

Children begin to learn about the symbolic system that represents numbers by mapping culturally specific number words onto their innate nonsymbolic representations of quantity (Geary, 2006). It is through this mapping that children begin to understand that specific number words represent different exact quantities. Around the age of 2 years, many children have begun to learn the oral representation of numbers and to develop rote counting skills (e.g., reciting the number words in a given order; Markman, 1979). Rote counting tends to occur before children are able to recognize or represent numbers via written notations (Teubal amp; Dockrell, 2005), which develops around 2.5–3.5 years of age, as children learn to identify the written form of a few Arabic numerals (Geary, 2006; Markman, 1979). Young children around this age (between 2 and 3 years) typically understand that number words uniquely describe numerosities and are different from other descriptors such as color or shape (Geary, 2006; Markman, 1979). However, at this stage, childrens use of number words, rote counting, and symbolic numeral identification does not mean that they understand which quantities these words and numerals represent (Hughes, 1986; Wynn, 1992).

儿童开始了解代表数字的符号系统，方法是将文化上特定的数字单词映射到他们天生的非符号数量表示上( Geary，2006年)。正是通过这种映射，孩子们开始理解特定的数字单词代表不同的确切数量。2岁左右，许多孩子已经开始学习数字的口头表达，并发展了死记硬背的计数技能(例如，按照给定的顺序背诵数字单词；Markma

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