数困生数字线估计能力的发展及其与PASS各认知过程的关系

The Development of Number-Line Estimation by Children with Mathematics Learning Difficulties and Its Relationship with the Cognitive Processes of the PASS Theory

采用数字线估计任务和认知评估系统CAS,对小学数困生和数优生的数量估计能力与PASS(计划-注意-同时性加工-继时性加工)各认知过程之间的关系进行探究。结果发现:三年级数困生完成数字线估计任务的精确性显著低于其他两个年级组,四年级和五年级学生之间无显著差异;数困生完成数字线估计任务的精确性显著低于数优生;三至五年级数困生均采用线性表征模型;继时性加工对数困生的数字线估计能力具有较好的预测能力。

This study, by using the number-line estimation task and the Cognitive Assessment System （CAS）, aims to probe into the relationship between the numerical estimation competence of mathematically disabled or gifted primary school students and the cognitive processes of the Planning, Attention, Simultaneous, Successive （PASS） Theory. The results show the following： The third-year mathematically disabled students showed a significantly lower level of accuracy in the fulfillment of the number-line estimation task than the other two groups, and there was no significant difference between the fourth-year and the fifth-year students; the mathematically disabled students snowed a significantly lower level of accuracy in the fulfillment of the number-line estimation task than the mathematically gifted students; the mathematically disabled students from Grade Three to Grade Five accomplished the task merely through a linear representation model; and successive processing could be used to predict the mathematically disabled students＇ number-line estimation competence.