| Project/Area Number |
14510147
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | HIROSHIMA UNIVERSITY |
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Principal Investigator |
YUZAWA Masamichi Hiroshima University, Graduate School of Education, Associate Professor, 大学院・教育学研究科, 助教授 (10253238)
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| Project Period (FY) |
2002 – 2004
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| Project Status |
Completed (Fiscal Year 2004)
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| Budget Amount *help |
¥2,800,000 (Direct Cost: ¥2,800,000)
Fiscal Year 2004: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2003: ¥800,000 (Direct Cost: ¥800,000)
Fiscal Year 2002: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Keywords | mathematics / concepts / thinking / development / infants / amount / 認知 / 数量 / 方略 |
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| Research Abstract |
The purpose of the present research was to examine how the uses and internalization of cognitive tools are related with the development of quantity concepts and mathematical thinking. The research questions were twofold : 1.do children from 3 to 6 years understand that the unit of amounts should be the same? 2.how are the uses and internalization of cognitive tools related with the development of the unit concept and mathematical thinking? The main findings obtained were as follows : 1.Many 3-year-olds divided an amount into many parts and understand the amount in terms of number knowledge. 2.Children from 4 years of ages paid attention to a unit of amount, but made incorrect judgment for amounts under a misleading condition. 3.Children from 5 and half years of ages used superimposition spontaneously and internalized it, and made correct judgment for amounts even under a misleading condition.
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