韩国数字命名法对荷兰轻度智力障碍学生数字洞察力的影响。
The effectiveness of Korean number naming on insight into numbers in Dutch students with mild intellectual disabilities.
机构信息
Utrecht University, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands.
出版信息
Res Dev Disabil. 2011 Sep-Oct;32(5):1941-7. doi: 10.1016/j.ridd.2011.03.028. Epub 2011 May 18.
BACKGROUND
Children from Asian countries score higher on early years' arithmetic tests than children from Europe or the United States of America. An explanation for these differences may be the way numbers are named. A clear ten-structure like in the Korean language method leads to a better insight into numbers and arithmetic skills. This assumption forms the basis of the current study.
METHOD
Examined is whether an intervention with number naming in the Korean way influences number awareness of students with mild intellectual disabilities (N=70; mean age: 9;0 years).
RESULTS
The results indicate a positive effect of this alternative method of number naming on the insight into numbers up to 20. However, the effect did not generalize to insight into numbers 21-100.
CONCLUSIONS
The Korean method of number naming seems to be a promising way to teach students with mild intellectual disabilities insight into numbers.
背景
来自亚洲国家的儿童在早年的算术测试中比来自欧洲或美国的儿童得分更高。这些差异的一个解释可能是数字命名的方式。像韩语方法那样清晰的十位结构可以更好地理解数字和算术技能。这一假设构成了当前研究的基础。
方法
研究了以韩语方式进行数字命名的干预是否会影响轻度智力障碍学生（N=70；平均年龄：9 岁零 0 个月）的数字意识。
结果
结果表明，这种替代数字命名方法对理解数字 20 以内的数字有积极影响。然而，这种效果并没有推广到理解数字 21-100。
结论
韩语数字命名方法似乎是一种有前途的教学方法，可以帮助轻度智力障碍学生理解数字。
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