國小數學學習困難學童之心理數線表徵發展及其數線估計能力之研究

連文宏; 洪儷瑜

doi:10.6172/BSE.201803_43(1).0002

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社会科学 > 教育学

DOI： 10.6172/BSE

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国小数学学习困难学童之心理数线表徵发展及其数线估计能力之研究

Mental Number Line Representation and Number Line Estimation by Elementary Students with Mathematical Learning Difficulties

连文宏(Wen-Hung Lien) ；洪俪瑜(Li-Yu Hung)

特殊教育研究学刊； 43 卷 1 期 (2018 / 03 / 31) ， P29 - 51

繁体中文 DOI： 10.6172/BSE.201803_43(1).0002

心理数线表徵；数字在数线位置估计作业；数线估计能力；数学学习困难；阅读困难； number-to-position task ； mental number line representation ； number line estimation ability ； mathematical learning difficulties ； reading difficulties

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摘要 │ 参考文献 (62) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

并列摘要〈TOP〉

Purpose: Mental representation of numbers is considered to possess not only quantitative but also spatial properties; therefore, researchers have designed various tasks to estimate it. Mental number line representation, derived from the Spatial- Numerical Association of Response Codes effect, compresses large numbers as logarithmic functions, according to Dehaene (1993). The linear function becomes dominant as children grow. Therefore, this study investigated the development of mental number line representation and number line estimation in elementary school students who have mathematical learning difficulties (MLD). These types of representation and estimation assessed with the “number-to-position” task have been recommended as indicators of number sense in the literature. Methods: A computerized number-toposition task was designed using the Visual Basic program, and performance and speed were recorded when participants indicated the positions of numbers in lines shown on the screen. Four groups of students in the second and fourth grades were screened. Standardized mathematical and reading tests were administered. A cut-off score of ＜35th percentile for 2 consecutive years was used as the screening criterion for classifying the students into one of the following four groups: MLD with reading difficulties (RD) (MLD-RD), only MLD (MLD-only), only RD (RD-only), and normal achievement (NA). All students were tested using the computerized number-to-position task, and the data were examined through group, individual, and trial-by-trial analyses.Results/Findings: According to performance in the group and individual analyses, the mental number line representation of second-grade students with MLD (with/without RD) depended on ambiguous representation (falling between the logarithm and linear representation), and that of the students without MLD depended on the linear representation. However, in all groups of fourth-grade students, the mental number line tended to depend on the linear representation. This result indicated the developmental delay in terms of mental number line representation in second-grade students with MLD. As they progressed to higher grades, the students with MLD caught up with their typically developing peers in terms of their development of mental number line representation, as proven by the results of the fourth-grade students with MLD. In terms of estimation error and speed, there were significant differences between the students with MLD (including the MLD-RD and MLD-only groups) and those without MLD (including RD-only and NA groups) in both grades. This result indicated that number line estimation ability is the core deficit in students with MLD. Conclusions/Implications: The mental number line representation deficit decreases with progression to higher grades. Students with MLD catch up with their peers without MLD by the fourth grade. However, they still differ in terms of errors and speed. Accordingly, the metal number line presentation is defined as students’ number sense and is recommended for the assessment of the development of number sense or for evaluating the effectiveness of intervention.

参考文献 ( 62 ) 〈TOP〉

袁媛、王淑芬、陈国龙(2016)。国小二年级学生在数值线段上的数字估计能力与数学学习成就之相关研究。台湾数学教育期刊，3(1)，1-18。
连结：
连文宏、洪俪瑜(2017)。数学学障与数学合并阅读障碍国中生计算能力表现之特徵及其差异分析。台湾数学教育期刊，4(1)，35-62。
连结：
Lien, W. H., & Hung, L. Y. (2017). Development of numerical estimation in elementary students in Taiwan: An analytical method exploring children's representation of mental number line. Manuscript submitted for publication.
American Psychiatric Association(2013).Diagnostic and statistical manual of mental disorders.Arlington, VA:Author.
Barbaresi, W. J.,Katusic, S. K.,Colligan, R. C.,Weaver, A. L.,Jacobsen, S. J.(2005).Math learning disorder: Incidence in a populationbased birth cohort, 1976-82, Rochester, Minn.Ambulatory Pediatrics,5(5),281-289.

被引用文献 ( 1 ) 〈TOP〉

(2024)。基础数感测验编制之研究。教育心理学报，55(3)，577-605。

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