三至四歲幼兒數量比較詞的理解

Three- and Four-Year-Old Preschoolers’ Understanding of the Relational Terms ＂More＂ and ＂Less＂

「比較多」、「比較少」、「一樣多」是促成所有數概念的基本關係，正確使用數量比較詞對學習數學扮演非常重要的角色。本研究旨在探究學齡前幼兒在理解數量關係比較詞的表現，針對60 名三、四歲就讀私立幼兒園的幼兒，使用同質（相同動物圖片）、異質（不同動物圖片）、與無情境（黑點圖片）的實驗材料，進行臨床晤談（利用遊戲方式，採一對一訪談），探究學齡前幼兒是否能正確使用數量比較詞。研究結果發現大部分的三歲幼兒還無法理解與正確使用 「數量比較詞」的意思，而超過一半的四歲幼兒已能夠清楚地掌握「數量比較詞」；此外，幼兒在不同情境（同質、異質、無情境）下的表現並無差異。

The present research involved gauging preschoolers’ comprehension of the mathematical relational terms more and less. Sixty three- and four-year-old preschoolers from two private preschools participated in this study. Each participant was individually interviewed to judge which of the two cards presented had more dots in the homogeneous, heterogeneous, and context-free conditions. Results showed that a majority of three year olds failed to successfully use the relational terms more and less, while over half of four year olds answered correctly. Among these three conditions, participants performed similarly in the homogeneous, heterogeneous, and context-free condition.