Development of Numerical Notation Systems and its Relationship with Number Concepts and Number-related Tasks.

2014 Fiscal Year Final Research Report

• Project/Area Number: 23530875
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Educational psychology
• Research Institution: Kyoto Notre Dame University
• Principal Investigator: YAMAGATA Kyoko 京都ノートルダム女子大学, 心理学部, 教授 (20085963)
• Co-Investigator(Kenkyū-buntansha): KOIKE Wakaba 京都女子大学, 発達教育学部, 教授 (40307690)
• Project Period (FY): 2011-04-28 – 2015-03-31
• Keywords: 数表記 / 数読字 / 数書字 / 数概念 / 数式表記 / 表記知識 / 幼児 / 発達過程

Outline of Final Research Achievements

The development of numerical notation and its relationship to number concepts and number-related tasks were investigated. Children 1 - 6 years of age
participated in the study. They completed the following tasks; number reading, number writing, number reciting, counting (a measure of one-to-one principle), give-N(a measure of cardinal numbers), number discrimination and number cognition. The results indicated that children began to recite numbers at 2 years of age, count and read numbers at 3 years of age, write numbers at 4 years of age and calculate at 5 years of age. The relationships among the tasks indicated that development of number reading ability was related to reciting, counting, giving-N, and number writing tasks, although results were different for high and low numbers.These findings suggest that environmental factors have an influence on numerical development.

Free Research Field

教育心理学・発達心理学