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幼児の足し算における指の利用
https://doi.org/10.15027/17916
https://doi.org/10.15027/17916d13cc057-0e3e-4ba6-889f-350839a75c07
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004293647.pdf (956.6 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | 幼児の足し算における指の利用 | |||||||||||||
| 言語 | ja | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | Young children's use of fingers in doing addition | |||||||||||||
| 言語 | en | |||||||||||||
| 作成者 |
杉村, 伸一郎
× 杉村, 伸一郎
× 山名, 裕子
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| アクセス権 | ||||||||||||||
| アクセス権 | open access | |||||||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||||
| 主題 | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | count ability | |||||||||||||
| 主題 | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | informal mathematics | |||||||||||||
| 主題 | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | cognitive development | |||||||||||||
| 主題 | ||||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | embodied cognition | |||||||||||||
| 主題 | ||||||||||||||
| 主題Scheme | NDC | |||||||||||||
| 主題 | 370 | |||||||||||||
| 内容記述 | ||||||||||||||
| 内容記述 | Recently, acquisition of basic count ability has become increasingly valued, but, in many cases, the process is not sufficiently clarified. This study was intended to explore the process of mastering informal mathematics from the viewpoints of situated learning, focusing on the use of fingers during calculation. Questions of one-digit additions such as 2+1, and 3+6, were asked to 15 children aged 5, and their behaviors were observed until they answered. At that time, 3 kinds of objects, cards with numbers, dotted cards as semi-concretion, and marbles as concretion, were presented separately. Additionally, when the children explained how they calculated, their finger movements were also observed. As the result, children used fingers voluntarily on 8% of tasks when adding. Meanwhile, children kept their eyes on a presented object on 14%, which implies that they used their eyes when adding. This tendency became noticeable when a dot card was presented. As for the task for children to explain their calculation methods, children used their fingers on 18% of tasks, and they used their eyes on 5%. These results indicate that preschool children may use their fingers to give explanations to others, but hardly use their fingers as a tool for cognitive processing. Those findings were discussed from an embodied cognition viewpoint. | |||||||||||||
| 言語 | en | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | 広島大学教育学部附属幼年教育研究施設 | |||||||||||||
| 出版者 | ||||||||||||||
| 出版者 | 国立情報学研究所 | |||||||||||||
| 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 | |||||||||||||
| 出版タイプ | ||||||||||||||
| 出版タイプ | VoR | |||||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||||
| ID登録 | ||||||||||||||
| ID登録 | 10.15027/17916 | |||||||||||||
| ID登録タイプ | JaLC | |||||||||||||
| 収録物識別子 | ||||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||||
| 収録物識別子 | 0388-3078 | |||||||||||||
| 収録物識別子 | ||||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||||
| 収録物識別子 | AN00246110 | |||||||||||||
| 開始ページ | ||||||||||||||
| 開始ページ | 89 | |||||||||||||
| 書誌情報 |
幼年教育研究年報 The Annual of research on early childhood 巻 27, p. 89-98, 発行日 2005-03-31 |
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| 旧ID | 17916 | |||||||||||||
