早期儿童空间能力干预能提升数学能力吗?——基于实验或准实验研究的元分析

Can Early Children's Spatial Ability Intervention Improve Their Mathematical Abilities?——Meta-Analysis Based on Experimental or Quasi-experimental Research

空间能力与数学能力紧密相关,但空间能力干预能否提升早期儿童的数学能力尚不明晰。为进一步明确空间能力干预对早期儿童数学能力的影响,本研究采用元分析方法对24篇国内外相关研究进行整合分析。结果发现,已有研究能够证明空间能力干预可以提升早期儿童的数学能力,儿童年龄、干预方式、文化背景是影响干预效果的重要因素,而空间能力维度和干预总时长不影响干预效果。建议教育者抓住早期儿童数学能力发展的关键期,创设有利于儿童空间—数字联合表征的环境;丰富早期儿童的具身空间体验,通过多样化的活动支持儿童的数学学习;发挥空间思维在数学学习中的作用,鼓励早期儿童运用空间策略解决数学问题。

Spatial ability is closely related to mathematical ability,but whether spatial ability intervention can improve early children's mathematical ability remains unclear.In order to further clarify the impact of spatial ability intervention on early children's mathematical ability,this study used metaanalysis to integrate and analyze 24 domestic and foreign related studies.The results show that previous studies have proved that spatial ability intervention can improve early children's mathematical ability.Children's age,intervention methods and cultural background are important factors affecting the intervention effect,while the dimension of spatial ability and the total duration of intervention have no significant impact on intervention effectiveness.It is suggested that educators should seize the critical period of early children's mathematical ability development and create an environment conducive to children's spatialdigital joint representation,enrich early children's embodied space experience and support children's math learning through diverse activities,play the role of spatial thinking in mathematics learning and encourage early children to use spatial strategies to solve math problems.