Eine Untersuchung zur Entwicklung der mentalen Repräsentation von Zahlen bei Kindern der zweiten Schulklasse anhand der Navon-Aufgabe

摘要

The following paper deals with number crunching as well as parity concept concerning second grader. Based on the current data of former studies, there is obvious inconsistency whether children are using irrelevant properties in order to process a target number and furthermore how the properties of some distractor play a major role in finding solutions. In addition, can parity solutions be attained by counting, division by two or by direct recall of specific information? So far parity concept is a matter of mere speculation. The study at hand aims to eliminate these questions and provides answers with the aid of response time and error rates of second graders using parity assignments of composite figures (please refer to Navon, 1977). Further on, the Navon task and the achieved score of a test for dyscalculia (Tedi-Math) were correlated and put together with path analysis. To sum up, the results show, that relevant information of the distractor are used for solution finding (congruence effect), irrelevant information such as numerical size is not an object (missing distance effect and missing SNARC effect). However, irrelevant properties of the target number appear to be processed along with the distractor (problem size effect). Thus finding correlation between multiplication performances within the test of dyscalculia and response time at solving parity assignments concludes that parity decisions are achieved by other mechanisms rather than counting. The general comprehension of mathematics indicated by means of the test of dyscalculia shows no correlation with any results of the Navon task, arriving at a conclusion that a lack of mathematical performances in the context of the average (inclusion criteria) can not be taken into account referring to mechanisms of number crunching. Finally, further studies might show if that is the case with dyscalculics.