基礎教育學報



鷹架兒童運用「長度符號」建構一組相關概念

2008.第17卷第1期(Vol. 17 No. 1).pp. 99–117
 

鷹架兒童運用「長度符號」建構一組相關概念

Scaffolding Children’s Usage of “Length Symbols” to Construct a Group of Relevant Concepts

成子娟(Zijuan CHENG)

摘要

長短、高矮、深淺、粗細、厚薄、寬窄這組概念,有什麼共同的特徵?有什麼因素在變化?本文從符號學理論出發,介紹一種鷹架兒童運用「長度符號」概括和建構這組概念的方法,並探討這方法對於促進兒童理解和運用數學符號的作用和對於促進兒童數量概括能力發展的深層含義。

關鍵詞:長度符號;概括能力;鷹架策略

Abstract

What is the common characteristic and differences among the concepts of “long and short”, “tall and short”, “deep and shallow”, “bold and fine”, “thick and thin”, and “wide and narrow”? A method of scaffolding children’s use of “length symbols” to construct related concepts was examined in this study. From the perspective of semiotics, we discuss the effectiveness of this method in stimulating children to a better understanding of the usage of mathematical symbols. We also explore the in-depth implications of the method on promoting children’s development in quantity grouping and mathematical logical thinking.