论儿童数学认知的文化性

On the Cultural Characteristics of Children’s Mathematical Cognition

文化与认知交互作用的观点，为个体发展研究引入了一个新的范式。这种范式打破了认知心理学研究”去文化性”和”价值中立”思想，强调价值观、符号规则等文化因素对认知的影响。儿童数学认知具有跨文化差异，对儿童数学认知的文化性进行探讨，对儿童数学认知研究具有重要的启示意义。儿童数学认知的文化性研究从文化与认知的基本关系入手，从文化模式和文化工具两个角度分析了文化因素对儿童数学认知的影响，以期更深刻地理解儿童数学认知的文化内核，以及文化与儿童数学认知相互作用的机制。

The interaction between culture and cognition has brought about a new research scheme， which breaks the thoughts of “get rid of the cultural characteristics” and “neutral values” in cognitive psychological research and emphasizes influences of cultural perspectives of value， symbol and rule etc. on cognition. There is cross─cultural difference in children’s mathematical cognition， the discussion on which has significant implication on children’s mathematical cognition research. Starting from the relationship between culture and cognition， the research mainly interprets the influence of cultural model and cultural tool on children’s mathematical cognition， in order to further understand the cultural essence of children’s mathematical cognition， and the interaction between culture and cognition.