幼兒數學圖畫表徵之研究

A Study on Young Children's Mathematical Graphics

本研究的目的在了解幼兒在解決數學應用問題時，所繪製的數學圖畫的表徵類型有哪些，以及幼兒數學圖畫表徵類型中的數學思考。本研究蒐集20位大班幼兒在參加一項繪畫解題教學策略的教學實驗中所繪製的300張數學圖畫，參考以往文獻加以分類，並分析其中的特徵，以了解幼兒由圖畫中所透露的數學思考。結果發現，幼兒能將解決數學應用問題的過程以不同方式記錄，這些外在的數學圖畫表徵有以下類型：連續計數、分離的集合、正式符號的探索、數字及標準符號的使用及其他。其中以「正式符號的探索」出現最多（41.33%），其次是「分離的集合」（40%）。此外，分析這些不同的表徵類型雖然大多是圖畫式意像，但是仍可以看出幼兒的數學思考及使用的計算策略。最後，研究者針對研究結果作出討論並提出建議。

This study investigated how kindergarteners spontaneously generated mathematical graphics to aid solving word problems， while they were engaging an experimental treatment based on drawing as problem solving. Three hundred children-generated mathematical graphics were analyzed. The results showed that young children’s mathematical graphics included five types: counting continuously， separating sets， exploring symbols， standard symbolic calculations with numbers， and others. Most mathematical graphics were exploring symbols， followed by separating sets. Although these mathematical graphics were almost pictorial imagery， they provided a lens for understanding children’s mathematical thinking and strategies. The results were discussed and suggestions were proposed.