文章基本信息

标题：The Role of Symbolic Representation in the Cognitive Activity of Young Schoolchildren
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作者：Aleksander N. Veraksa
期刊名称：European Researcher
印刷版ISSN：2219-8229
电子版ISSN：2224-0136
出版年度：2012
卷号：30
期号：9-3
出版社：European Researcher
摘要：In the paper differences between sign-oriented representation and symbolic representation are discussed. The study explored perspectives of using symbolization to teach young schoolchildren the mathematical concept. The author recognizes relevant (that allows the proceeding to sign representation) and irrelevant symbolization. The three groups of young schoolchildren (N=49) were taught the mathematical concept of a function using different programs: traditional, employing sign representation and two experimental – based on relevant and irrelevant symbolizations. The experiment demonstrated that symbolic representation can facilitate mastering of the mathematical concept of a function if the content of symbol possesses structural interrelations that could be converted into sign form
关键词：symbol; sign; symbolic image; cognitive development