Longitudinal study of the symbolic representation capacity in children in the 3-6 cycle of Early Childhood Education in tasks related to mathematical dictation

Abstract In this work, mathematical dictations are used as a didactical-instrumental approach to perform a longitudinal study on the mathematical representation capacity in children at an early age. For this purpose, a field study was carried out with a total sample of 104 girls and boys of 1st, 2nd, and 3rd grade of Early Childhood Education. The results obtained, regardless of the age group, are: a) there is a positive relationship between the difficulty index of the dictates and the percentage of children who did not complete their task successfully; b) the repetition of tasks, within the same dictation, with equivalent difficulty fosters significant learning, regardless of the cognitive level, for girls and boys; c) according to the Van Hiele levels, greater difficulties are detected in the symbolic representation of objects when a higher degree of abstraction and mathematical complexity appear.

摘要 本研究以数学口述题作为教学工具性方法，针对幼儿教育阶段早期儿童的数学表征能力开展纵向研究。为此，本研究招募幼儿教育一、二、三年级的104名男女儿童作为研究对象，开展实地研究。无论所属年龄段，本研究得到如下结论：a）口述题的难度指数与未成功完成任务的儿童占比呈正相关关系；b）在同一场口述测试中，重复开展难度相当的任务，无论认知水平高低，均可显著提升男女儿童的学习成效；c）依据范·希尔几何思维水平（Van Hiele levels）理论，当任务的抽象程度与数学复杂度提升时，儿童在物体符号表征方面的困难更为突出。