不同数感水平儿童的数学估计:锚定方式的影响

为考察不同锚定条件对不同数感水平个体数学估计表现的影响,随机抽取小学六年级学生155名,采用自行编制的估计测验任务和小学高年级数感量表,对被试在不同锚定条件下的数学估计表现进行了测定.结果表明:(1)个体的数感水平越高,其数学估计的反应时越短,正确率越高.(2)个体估计的反应时和正确率在不同锚定方式及估计类型上均存在着明显差异.(3)无论是反应时和正确率、锚定方式和估计类型之间均存在交互作用,而数感水平和锚定方式之间、数感水平与锚定方式及估计类型三者之间,则只在正确率分析中发现交互作用.

Estimation in Children with Different Number Senses: Effect of the Anchoring Mode

As the two major topics in modern mathematical education;Estimation and number senses offer a new perspective for us to reveal the regularity of individual’s cognitive development.Most previous researches about numerosity estimation and number sense were carried out as two separate issues.The anchoring effect is a common phenomenon that,as an individual judges the number of the target,the former number may influence our judgment.Since 1974,it has been found in various materials.Researchers consider it to be one of the potential causes of other psychological phenomena,thus,understanding the anchoring effect is very important both in theory and practice.In order to explore the effects of the anchoring mode on numerosity estimation performance of individuals with different levels of number sense,155 sixth-graders sampled randomly were administered a self-designed Estimation Test and The fifth and sixth graders’ Number Sense Rating Scale under three anchoring conditions.The results suggested that,(1) the higher levels of number sense the students were,the faster they can react.Moreover,the higher the levels of number sense was,the fewer errors students made;(2) Under different anchoring conditions,there were significant differences in both RT and accuracy in all three types of estimation tasks;and(3) The anchoring mode and types of estimation tasks interacted with one another in both RT and accuracy.Levels of number sense and the anchoring mode interacted with one another in accuracy.And there is a three-way interaction among levels of number sense,the anchoring mode and types of estimation tasks in accuracy.The present findings have important practical implications.Number sense,obviously,is not a sense that could be developed in short time,and also could not be just developed from the textbook.The teaching of number sense and computational estimation is a higher order in learning or thinking.Well-designed instructional lessons not only help children develop number sense,but actually promote the development of critical thinking and reasoning about numbers and operations as well.Therefore,teachers should emphasize the strategies to be used in the estimation of the students,and appreciate and encourage them to make use of different strategies in order to make a reasonable estimation.But if the students are to be demanded to have better estimation ability,the anchoring effect is to be controlled effectively.