数学焦虑对儿童加减法认知策略选择和执行的影响

根据数学焦虑量表测查结果,随机选取90名小学1~3年级的儿童为被试,每个年级30人(高、低数学焦虑者各15人).采用实验法、观察法和口语报告法相结合的方式,探讨不同数学焦虑水平儿童加减法认知策略选择和执行情况.结果发现:(1)从策略选择上看,高数学焦虑儿童使用出声策略和手势策略较多;使用对位策略较少.(2)从策略执行上看,高数学焦虑儿童出声策略、手势策略和拆十策略执行的正确率较高;竖式策略和对位策略执行的正确率较低;(3)随着儿童年级的增长,数学焦虑对其策略选择的影响越来越显著.

The Relationship between Children's Mathematics Anxiety and Add-and-Subtract Cognitive Strategy Selection and Implement

This study primarily probed selection and implement of 90 pupils ranged from grade one to grade three with different level of math anxiety on the add-subtract problems strategies.Experimental,observational and verbal report procedures were used.The results were as follows,Compared with low-mathematical anxiety children,High-mathematical anxiety children used more speaking aloud and gesture,but use less match position.Compared with low-mathematical anxiety children,High-mathematical anxiety children showed higher implement accurate rate on speaking aloud,gesture and decomposition-ten strategies,but lower implement accurate rate on vertical-count and match-position strategies.With the development of children,mathematical anxiety show more influence on children's strategy selection.