数字线干预对儿童分数学习的促进作用

doi:10.19988/j.cnki.issn.2095-1159.2025.06.010

心理研究

2025, Vol. 18

Issue (6): 568-576 DOI: 10.19988/j.cnki.issn.2095-1159.2025.06.010

学校心理研究

本期目录 | 过刊浏览 | 高级检索

数字线干预对儿童分数学习的促进作用

周丹丹¹, 赵钰¹, 汤明明², 曲克蒙¹, 郭云飞¹, 陈琦³, 李永鑫¹

1 河南大学心理与行为研究所,开封 475004;
2 开封市翰林苑小学,475004;
3 深圳大学心理学院,深圳 518060

The facilitation of number line intervention on children’s fractional learning

ZHOU Dandan¹, ZHAO Yu¹, TANG Mingming², QU Kemeng¹, GUO Yunfei¹, CHEN Qi³, LI Yongxin¹

1 Institute of Psychology and Behavior, Henan University, Kaifeng 475004;
2 Hanlinyuan Primary School, Kaifeng 475004;
3 School of Psychology, Shenzhen University, Shenzhen 518060

摘要
图/表
参考文献
相关文章 (1)

全文: PDF (982 KB) HTML (1 KB)
输出: BibTeX | EndNote (RIS)

摘要分数在儿童的数学学习过程中发挥着重要作用,其学习效果可以预测更为复杂的数学知识的掌握程度。但分数的理解通常会受到自然数知识和分数表征的干扰。目前,大量研究发现,数字线估计方法能显著提高小学生对分数概念的理解。本研究从分数的空间表征特性及其易受干扰的特点出发,结合数字线在分数研究及教学领域的应用,论述数字线与分数特征的良好匹配,并从积极动机视角阐述数字线教学方式的多样化应用。最后,启发未来研究进一步揭示数字线干预促进分数学习的内在机制,个体的数学能力、文化背景等因素对数字线干预效果的影响,深入探究数字线游戏化方式及其与传统文化的深度融合对分数学习的影响。

	服务

	把本文推荐给朋友
	加入我的书架
	加入引用管理器
	E-mail Alert
	RSS
	作者相关文章
	周丹丹
	赵钰
	汤明明
	曲克蒙
	郭云飞
	陈琦
	李永鑫

关键词 ：分数, 分数表征, 数字线干预, 小学儿童

基金资助:河南省哲学社会科学规划年度项目（2023CJY053）、河南省科技攻关项目（242102321085）

通讯作者: 李永鑫,男,教授,博士生导师。Email：liyongxin@henu.edu.cn;陈琦,男,教授,博士生导师。Email：chenqi@szu.edu.cn

作者简介: 周丹丹和赵钰为本文共同第一作者。

引用本文:

周丹丹, 赵钰, 汤明明, 曲克蒙, 郭云飞, 陈琦, 李永鑫. 数字线干预对儿童分数学习的促进作用[J]. 心理研究, 2025, 18(6): 568-576.
ZHOU Dandan, ZHAO Yu, TANG Mingming, QU Kemeng, GUO Yunfei, CHEN Qi, LI Yongxin. The facilitation of number line intervention on children’s fractional learning. Psychological Research, 2025, 18(6): 568-576.

链接本文:

http://xlyj.magtech.com.cn/CN/10.19988/j.cnki.issn.2095-1159.2025.06.010 或 http://xlyj.magtech.com.cn/CN/Y2025/V18/I6/568

[1] 高瑞彦, 牛美心, 杨涛, 周新林. (2018). 4~8年级学生分数数量表征的准确性及形式.心理发展与教育, 34(04), 443-452.
[2] 尚俊杰, 张露. (2017). 基于认知神经科学的游戏化学习研究综述.电化教育研究, 38(02), 104-111.
[3] 孙玉, 司继伟, 黄碧娟. (2016). 分数的数量表征.心理科学进展, 24(08), 1207-1216.
[4] 辛自强, 李丹. (2013). 小学生在非符号材料上的分数表征方式.心理科学, 36(02), 364-371.
[5] 汪运起. (2013). 儿童的分数和小数数量表征及其发展. 浙江大学博士学位论文.
[6] 张丽, 辛自强, 王琦, 李红. (2012). 整数构成对分数加工的影响.心理发展与教育, 28(01), 31-38
[7] 张露, 胡若楠, 曾嘉灵, 孙金钢, 尚俊杰. (2022). 学习科学视角的分数游戏设计与应用研究.中国远程教育, (03), 68-75.
[8] Booth, J. L., & Newton, K. J. (2012). Fractions: Could they really be the gatekeeper’s doorman? Contemporary Educational Psychology, 37(4), 247-253.
[9] Booth J. L., Newton K. J., & Twiss-Garrity L. K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning.Journal of Experimental Child Psychology, 118, 110-118.
[10] Booth, J. L., & Siegler, R. S. (2008). Numerical magnitude representations influence arithmetic learning.Child Development, 79(4), 1016-1031.
[11] Braithwaite, D. W., & Siegler, R. S. (2021). Putting fractions together.Journal of Educational Psychology, 113(3), 556-571.
[12] Braithwaite D. W., Tian J., & Siegler R. S. (2018). Do children understand fraction addition? Developmental Science, 21(4), e12601.
[13] Buckley, P. B., & Gillman, C. B. (1974). Comparisons of digits and dot patterns.Journal of Experimental Psychology, 103(6), 1131-1136.
[14] Bustamante A. S., Begolli K. N., Alvarez-Vargas D., Bailey D. H., & Richland L. E. (2022). Fraction ball: Playful and physically active fraction and decimal learning.Journal of Educational Psychology, 114(6), 1307-1320.
[15] Cantlon J. F., Brannon E. M., Carter E. J., & Pelphrey K. A. (2006). Functional imaging of numerical processing in adults and 4-y-old children. Plos Biology, 4(5), 844-854, Article e125.
[16] Cutini S., Scarpa F., Scatturin P., Dell'Acqua R., & Zorzi M. (2014). Number-space interactions in the human parietal cortex: Enlightening the snarc effect with functional near-infrared spectroscopy.Cerebral Cortex, 24(2), 444-451.
[17] Dan, A., & Reiner, M. (2018). Reduced mental load in learning a motor visual task with virtual 3D method.Journal of Computer Assisted Learning, 34(1), 84-93.
[18] DeLoache, J. S. (2000). Dual representation and young children's use of scale models.Child Development, 71(2), 329-338.
[19] Denes-Raj, V., & Epstein, S. (1994). Conflict between intuitive and rational processing: When people behave against their better judgment.Journal of Personality and Social Psychology, 66(5), 819-829.
[20] Eger E., Sterzer P., Russ M. O., Giraud A.-L., & Kleinschmidt A. (2003). A supramodal number representation in human intraparietal cortex.Neuron, 37(4), 719-726.
[21] Fazio L. K., Kennedy C. A., & Siegler R. S. (2016). Improving children’s knowledge of fraction magnitudes.Plos One, 11(10), e0165243.
[22] Fuchs L. S., Schumacher R. F., Long J., Namkung J., Hamlett C. L., Cirino P. T., .. Changas P. (2013). Improving at-risk learners’ understanding of fractions.Journal of Educational Psychology, 105(3), 683-700.
[23] Gunderson E. A., Hamdan N., Hildebrand L., &Bartek V. (2019). Number line unidimensionality is a critical feature for promoting fraction magnitude concepts. Journal of Experimental Child Psychology, 187, Article 104657.
[24] Gunderson E. A., Ramirez G., Beilock S. L., & Levine S. C. (2012). The relation between spatial skill and early number knowledge: The role of the linear number line.Developmental Psychology, 48(5), 1229-1241.
[25] Hamdan, N., & Gunderson, E. A. (2017). The number line is a critical spatial-numerical representation: Evidence from a fraction intervention.Developmental Psychology, 53(3), 587-596.
[26] Ischebeck A., Schocke M., & Delazer M. (2009). The processing and representation of fractions within the brain an fMRI investigation.Neuroimage, 47(1), 403-413.
[27] Kaminski, J. A., & Sloutsky, V. M. (2020). The use and effectiveness of colorful, contextualized, student-made material for elementary mathematics instruction. International Journal of Stem Education, 7(1), doi.org/10.1186/540594-019-0199-7.
[28] Koepp M. J., Gunn R. N., Lawrence A. D., Cunningham V. J., Dagher A., Jones T., .. Grasby P. M. (1998). Evidence for striatal dopamine release during a video game.Nature, 393(6682), 266-268.
[29] Koskinen A., McMullen J., Hannula-Sormunen M., Ninaus M., & Kiili K. (2023). The strength and direction of the difficulty adaptation affect situational interest in game-based learning.Computers & Education, 194, 104694.
[30] Koskinen A., McMullen J., Ninaus M., & Kiili K. (2023). Does the emotional design of scaffolds enhance learning and motivational outcomes in game-based learning? Journal of Computer Assisted Learning, 39(1), 77-93.
[31] Liu C. H., Xin Z. Q., Lin C. D., & Thompson C. A. (2013). Children’s mental representation when comparing fractions with common numerators.Educational Psychology, 33(2), 175-191.
[32] Matthews, P. G., & Ellis, A. B. (2018). Natural alternatives to natural number: The case of ratio.Journal of Numerical Cognition, 4(1), 19-58.
[33] Meert G., Gregoire J., & Noel M. P. (2010). Comparing the magnitude of two fractions with common components: Which representations are used by 10-and 12-year-olds? Journal of Experimental Child Psychology, 107(3), 244-259.
[34] Mix, K. S. (2019). Why are spatial skill and mathematics related? Child Development Perspectives, 13(2), 121-126.
[35] Newcombe N. S., Levine S. C., & Mix K. S. (2015). Thinking about quantity: The intertwined development of spatial and numerical cognition.Wiley Interdisciplinary Reviews-Cognitive Science, 6(6), 491-505.
[36] Park Y., Viegut A. A., & Matthews P. G. (2021). More than the sum of its parts: Exploring the development of ratio magnitude versus simple magnitude perception. Developmental Science, 24(3), Article e13043.
[37] Peters E., Vastfjall D., Slovic P., Mertz C. K., Mazzocco K., & Dickert S. (2006). Numeracy and decision making.Psychological Science, 17(5), 407-413.
[38] Schneider, M., & Siegler, R. S. (2010). Representations of the magnitudes of fractions.Journal of Experimental Psychology-Human Perception and Performance, 36(5), 1227-1238.
[39] Schrader, C., & Nett, U. (2018). The perception of control as a predictor of emotional trends during gameplay.Learning and Instruction, 54, 62-72.
[40] Sidney P. G., Thompson C. A., & Rivera F. D. (2019). Number lines, but not area models, support children’s accuracy and conceptual models of fraction division. Contemporary Educational Psychology, 58, 288-298.
[41] Siegler R. S., Duncan G. J., Davis-Kean P. E., Duckworth K., Claessens A., Engel M., .. Chen M. (2012). Early predictors of high school mathematics achievement.Psychological Science, 23(10), 1271-1271.
[42] Siegler, R. S., & Lortie-Forgues, H. (2014). An integrative theory of numerical development.Child Development Perspectives, 8(3), 144-150.
[43] Siegler, R. S., & Pyke, A. A. (2013). Developmental and individual differences in understanding of fractions.Developmental Psychology, 49(10), 1994-2004.
[44] Siegler R. S., Thompson C. A., & Schneider M. (2011). An integrated theory of whole number and fractions development.Cognitive Psychology, 62(4), 273-296.
[45] Supekar K., Iuculano T., Chen L., & Menon V. (2015). Remediation of childhood math anxiety and associated neural circuits through cognitive tutoring.Journal of Neuroscience, 35(36), 12574-12583.
[46] Tian J., Bartek V., Rahman M. Z., & Gunderson E. A. (2021). Learning improper fractions with the number line and the area model.Journal of Cognition and Development, 22(2), 305-327.
[47] Uttal D. H., Meadow N. G., Tipton E., Hand L. L., Alden A. R., Warren C., & Newcombe N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies.Psychological Bulletin, 139(2), 352-402.
[48] Wortha S. M., Bloechle J., Ninaus M., Kiili K., & Klein E. (2020). Neurofunctional plasticity in fraction learning: An fMRI training study.Trends in Neuroscience and Education, 21, 100141.
[49] Zhang L., Xin Z. Q., Li F. H., Wang Q., Ding C., & Li H. (2012). An ERP study on the processing of common fractions.Experimental Brain Research, 217(1), 25-34.
[50] Zhou X. L., Chen Y., Chen C. S., Jiang T., Zhang H. C., & Dong Q. (2007). Chinese kindergartners' automatic processing on numerical magnitude in stroop-like tasks.Memory & Cognition, 35(3), 464-470.