调解
符号
孤独
心理学
算术
数学教育
发展心理学
数学
社会心理学
政治学
法学
作者
MV Romano,Mauro Signorelli,C. Concerto,S. Sinatra,Crea L,Eugenio Aguglia,F. Battaglia,M. Diego Coira
标识
DOI:10.1016/s0924-977x(16)31837-5
摘要
Children's early knowledge of the base-10 structure of multi-digit numbers has been hypothesized to play a critical role in subsequent learning of mathematics, in particular arithmetic operations. The present study investigated the relation between base-10/place value understanding and arithmetic accuracy in early elementary school. Children were assessed in kindergarten (N = 90) and then a subgroup of participants was assessed again two years later in second grade (N = 21). Mediation analyses indicated that, in kindergarten, base-10 knowledge had a direct effect on arithmetic accuracy as well as an indirect effect through the use of a decomposition strategy. Furthermore, kindergarten base-10 knowledge had a direct effect on arithmetic accuracy in second grade and an indirect effect through second grade place-value notation understanding. Implications for understanding early mathematical development are discussed.
科研通智能强力驱动
Strongly Powered by AbleSci AI