> ! \pJava Excel API v2.6 Ba==h\:#8X@"1Arial1Arial1Arial1Arial + ) , * `DC,4#titletitle[alternative]title[translated]author[google(nobreakline)] contributor[author(nobreakline)]"contributor[scopusid(nobreakline)]date[issued]relation[journaltitle]identifier[issn] citationsidentifier[major]subject(nobreakline) publisheridentifier[thesisdegree]contributor[advisor]relation[ispartofseries]relation[index(nobreakline)]typeabstractidentifier[govdoc]identifier[uri]identifier[doi(doi)]identifier[isbn]identifier[ismn]
identifierRQzX Atv d\Oi_ ܕ\ Oxvz;(The) development of children's logical operational concept1984
Y P!¬YtTŐYP YMasterMaster's ThesisfThis study is intended to find children's logical operational concept: 1. To find children's performance level on the multiplication task. 2. To compare differences according to characteristics of the task. 3. To find children's performance level on the seriation task. 4. To find the correlation between the development of the multiplicative classification concept and the development of the seriation concept.
The subjects were 30 kindergarteners and 30 first graders. 15 boys and 15 girls were included for each age group.
The Piaget and Lavatelli's test materials (2x2 matrix) for the multiplicative classification were modified for this study. The Moore's test materials for the seriation were modified for this study.
The results are as follows;
Performance on the multiplicative classification task and the seriation task was increased according to age. Performance was differed according to sex; girls performed better than boys. On the multiplicative classification task which involved orientation attribute, the children's performance was poor. On the multiplicative classification task which involved realistic figure , the children's performance was better than on the task which involved geometric figure. Lastly, there was meaningful correlation between the level of performance on the multiplicative classification task and the seriation task. The result confirmed that logicomathematical thinking is develop in proportion to the development of logical operational concept.; l 0 ǔ 68@ 78 DٳD <\ , ix X Ǵ 9X D LD. ƥD Ȕ X t (tD DPt, X, ĬT Ǵ 9X D LD. K, ix XP ĬT P X t ଐ X.
Ŕ X mYP 1YD Dٳt 30) 60t 8X. ix X\ 22 matrix| l1XՔ ĳ<\ 0XY ĳ ĳD 1<\ T, , )D X, \ tܴ| t Q $XՔ QD 0]X.
ĬT \ 10X ɹ0\ l1 38X ĳl| X. X $D 0]X.
Ŵ | t ix X@ ĬTX (t 9 0| X, ix X 1ļ 0x (t Ь. ix X )Ս1t ǔ t Ь@
Root EntryWorkbook SummaryInformation(DocumentSummaryInformation8