| dc.contributor | 心理系 | |
| dc.creator (作者) | 張葶葶;林慶波;吳昭容;顏乃欣 | |
| dc.date (日期) | 2020-01 | |
| dc.date.accessioned | 28-May-2025 14:07:02 (UTC+8) | - |
| dc.date.available | 28-May-2025 14:07:02 (UTC+8) | - |
| dc.date.issued (上傳時間) | 28-May-2025 14:07:02 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/157133 | - |
| dc.description.abstract (摘要) | 數學能力是一項日常生活中必備的認知能力，也是許多學生認為極富挑戰性的領域。在數學認知中，算術能力是一項最常被使用的能力，算術能力仰賴將數量利用規則進行操弄而產生新的結果，因此研究者認為基礎數量概念即為算術能力的核心，算術低成就者可能是由於缺乏數量概念所致。那麼，倘若針對低算術能力的兒童進行數量概念介入是否能夠有效提升其數量概念，進而提升其算術能力，甚至提升其他進行算術時需要的一般性認知能力? 這樣的提升是否會表現在大腦神經機制，即進行介入後與數學認知相關的大腦功能、甚至結構發生改變? 為了探討這些議題，本計劃提出一系列行為與磁振造影實驗，並以國小二年級學童作為研究對象。第一年將探討低成就與一般兒童進行四週數量概念遊戲介入後的行為成效，第二年與第三年將探討數量概念介入後的大腦變化。介入的教材將設計為針對數量概念進行訓練的數位遊戲，並提供家用電腦及android系統的數位平台，兒童介入後的學習成效將以行為及磁振造影儀進行檢驗，並搭配多種新式的多變量磁振造影分析技術。透過整合教育、認知心理學、以及神經科學的研究，希望能從腦科學觀點提供探討學生學習的機制以及教學取材設計的依據，進而達到腦科學導向的教育與學習。 | |
| dc.description.abstract (摘要) | Mathematical cognition is a crucial skill contributes to proficiency in a wide range of contexts from advanced scientific and engineering reasoning to more simple quantitative operations important in everyday life. This ability provides a foundation for the development of skills that are becoming increasingly important in the 21st century. In Taiwan, mathematics is one of the subjects that take most compulsory curricular time according to government policy. Yet, more than 60% of school-age children attend afterschool math programs, suggesting that mathematics is a challenging skill for most of the students. Extensive studies have suggested that representation of quantity is a foundational ability for numerical problem solving. Converging with the evidence, low numeracy has been associated with severe deficits in quantity representation. However, little is known, about whether the brain and cognitive bases of children with low mathematical achievement can be
remediated by intervention on number representation. The overarching goal of our proposal is to investigate the cognitive and neural correlates of interventions on number representation for children with low mathematical achievements. Our study focuses on typical developing and low mathematical achieving children during the ages of 7- to 8 (grades 2), a period important for learning core mathematical skills. We propose to investigate the cognitive and brain mechanisms underlying the interventions that target the core areas of weaknesses in children with low mathematical achievement – numbers, quantity, and their mental manipulations, the cognitive components anchored in intraparietal sulcus. Couple with state-of-the-art fMRI imaging analyses and system neuroscience approach, we will investigate the extent to which typical developing and low mathematical achievers is remediated by interventions. Such multidisciplinary study will uncover children mathematical learning from the fundamental neural level. Findings from our study have major implications not only for informing the etiology and the remediation of mathematical learning but also for determining sources of variability in mathematical learning with broad consequences for optimizing learning in all child | |
| dc.format.extent | 116 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 科技部, MOST105-2511-S004-001-MY3, 105.08-108.07 | |
| dc.title (題名) | 以行為與腦造影指標評估數量概念介入成效之認知歷程與腦神經機制 | |
| dc.title (題名) | Cognitive and Neural Correlates of Interventions on Number Representation for Children with Typical and Low Mathematical Achievements | |
| dc.type (資料類型) | report | |
