Research On The Relationship Between The Oral Count Ability And Approximate Number Representation Of Children

The Approximate Number System is an inaccurate representation of the quantity shared by humans and animals,which together with the Precise Number System constitute a human representation of the quantity.In the past more than 20 years,many studies have shown that the approximate number representation ability has a significant correlation with children's symbolic mathematical ability,which affects the development of formal mathematical achievements of children.Therefore,the approximate number representation ability of children has gradually become a hot topic in child development research and educational research.However,the specific mechanisms that affect the development of children's approximate number representation ability are not clear.Previous studies have proved that early childhood mathematical knowledge will affect the development of approximate number representation ability of children,but the relationship between children's specific mathematical knowledge skills and approximate number representation has not been clearly revealed.Therefore,on the basis of the existing research,it is a subject to dicuss the relationship between the oral count ability and the approximate number representation ability in children's symbolic mathematical skills.The study of 187 5-7 years old children's approximate number representation ability and oral count ability were investigated.The effects of the intervention of oral count ability on the approximate number representation ability were investigated by test and experiment methods.In order to study the effect of child oral count ability intervention on its approximate number representation,70 middle class children were randomly divided into experimental group and control group.The experimental group was treated for 8 weeks,10-20 minutes a week,and the control group was randomly assigned to class activities.The results are as follows:(1)There is no gender difference in the development of children's oral count ability,but there is a significant age difference in the oral count ability.The level of children's oral count increases with age,it is the period of the rapid development of oral count ability at age of 4-5.(2)There is a significant difference in the approximate number representation ability of young children.There is no significant difference in the approximate number representation of children between the sexes.With the increase of age,the accuracy of approximate quantitative representation of children is higher.(3)The size of dot and ratio of children's have an effect on the accuracy of approximate number representation.There is a significant ratio distance effect on the accuracy rate of the approximate number representation between different ratios,the greater the difference between the ratios,the higher the accuracy of the approximate number representation.The accuracy of large point approximate number representation is more accurate than that of the small.(4)There is a significant correlation between children's oral count ability and approximate number representation.The higher the number of oral count ability,the higher the accuracy of approximate number representation.The improvement of children's oral count ability level has a significant effect on the improvement of the accuracy of approximate number representation,but only the significant effect on the accuracy index of approximate number representation.Through the analysis of the results,the following five points are discussed:(1)The age features of children's oral count ability level development are improved with the development of cognitive ability.(2)The age difference of approximate number representation ability of children is mainly due to the influence of neural maturation and education.(3)The approximate number representation of children has significant ratio distance effects under different ratios.(4)The approximate quantity representation of children's large and small points is influenced by visual cues and spatial cognitive abilities.(5)Imporving the ability of oral count to increase the accuracy of children's approximate number representation is due to the development of children's spatial cognitive ability.On the basis of the research conclusions,the following three suggestions are put forward:(1)paying attention to the development of children's oral count ability and skills and improving the flexibility of children's oral count ability.(2)Attaching importance to the training of children's approximate number representation ability in daily teaching.(3)Paying close attention to the development of approximates number representation,and creates an environment to promote the development of children's mathematical ability.