珠算学习在计算障碍干预中的作用

周新林; 李绵军; 虎雨薇

doi:10.11852/zgetbjzz2025-0284

PDF(513 KB)

中国儿童保健杂志 ›› 2025, Vol. 33 ›› Issue (4) : 355-358. DOI: 10.11852/zgetbjzz2025-0284

专家笔谈

珠算学习在计算障碍干预中的作用

周新林¹, 李绵军², 虎雨薇¹

作者信息 +

Role of abacus learning in the intervention of dyscalculia

ZHOU Xinlin¹, LI Mianjun², HU Yuwei¹

Author information +

文章历史 +

摘要

在数学学习中,一些学生完成计算任务经常遇到种种困难,包括计算出错、速度慢,这些现象可能就是发展性计算障碍(DD)。发展性计算障碍简称为计算障碍,是一种特定的数学学习障碍,影响约5%～7%的学龄儿童。尽管不同文化背景下的儿童在数学表现上存在差异,但计算障碍的普遍性在全球范围内相对稳定。近年来,珠算作为一种传统的经济领域的计算工具,逐渐成为促进儿童发展的认知学习工具,尤其对于促进儿童计算能力发展、解决计算障碍问题方面作用明显。此文介绍了计算障碍特点、发生率、干预方法与珠算学习对于计算能力发展的促进作用以及在计算障碍干预方面的效果。

Abstract

In mathematics learning, some students frequently encounter various difficulties when completing arithmetic tasks, including have error-prone and slow responses.The developmental difficulty could be developmental dyscalculia (DD).DD, also known as arithmetic difficulty, is a specific mathematical learning disability that affects approximately 5% to 7% of school-age children.Although there are differences in mathematical performance among children from different cultural backgrounds, the prevalence of DD remains relatively stable worldwide.In recent years, abacus, as a traditional computational tool in the economic field, has gradually become a cognitive learning tool that promotes children's development, particularly in enhancing their arithmetic skills and addressing the arithmetic disorders.This article outlines the characteristics and incidence rates of dyscalculia, intervention methods, and the role of abacus learning in promoting computational skill development and its effectiveness in intervening with dyscalculia.

导出引用

周新林, 李绵军, 虎雨薇. 珠算学习在计算障碍干预中的作用[J]. 中国儿童保健杂志. 2025, 33(4): 355-358 https://doi.org/10.11852/zgetbjzz2025-0284

ZHOU Xinlin, LI Mianjun, HU Yuwei. Role of abacus learning in the intervention of dyscalculia[J]. Chinese Journal of Child Health Care. 2025, 33(4): 355-358 https://doi.org/10.11852/zgetbjzz2025-0284

中图分类号： O121.5 R749.94

参考文献

[1] American PA.Diagnostic and statistical manual of mental disorders[M].Fifth Edition.American Psychiatric Association, 2013.
[2] Cheng D, Miao X, Wu H, et al.Dyscalculia and dyslexia in chinese children with idiopathic epilepsy: Different patterns of prevalence, comorbidity, and gender differences[J].Epilepsia Open, 2022, 7(1): 160-169.
[3] Cheng D, Xiao Q, Chen Q, et al.Dyslexia and dyscalculia are characterized by common visual perception deficits[J].Dev Neuropsychol, 2018, 43(6): 497-507.
[4] Cheng D, Xiao Q, Cui J, et al.Short-term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception[J].Dev Sci, 2020, 23(4): e12910.
[5] Lu Y, Lyu J, Zhou X.The effect of a 2-month abacus training on students with developmental dyscalculia[J].Cogn Process, 2024.doi:10.1007/s10339-024-01251-8.
[6] Lu Y, Ma M, Chen G, et al.Can abacus course eradicate developmental dyscalculia[J].Psychology in the Schools, 2021, 58(2): 235-251.
[7] Kucian K, Grond U, Rotzer S, et al.Mental number line training in children with developmental dyscalculia[J].Neuroimage, 2011, 57(3): 782-795.
[8] Devine A, Hill F, Carey E, et al.Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety[J].Journal of Educational Psychology, 2018, 110(3): 431-444.
[9] Judge S, Watson SMR.Longitudinal outcomes for mathematics achievement for students with learning disabilities[J].Journal of Educational Research, 2011, 104(3): 147-157.
[10] Saga M, Rkhaila A, Ounine K,et al.Developmental dyscalculia: The progress of cognitive modeling in the field of numerical cognition deficits for children[J].Appl Neuropsychol Child, 2022, 11(4): 904-914.
[11] Butterworth B, Varma S, Laurillard D.Dyscalculia: From brain to education[J].Science, 2011, 332(6033): 1049-1053.
[12] Zhou X, Wei W, Zhang Y, et al.Visual perception can account for the close relation between numerosity processing and computational fluency[J].Front Psychol, 2015, 6:1364.
[13] Iuculano T, Tang J, Hall CWB,et al.Core information processing deficits in developmental dyscalculia and low numeracy[J].Dev Sci, 2008, 11(5): 669-680.
[14] Mazzocco MM, Feigenson L, Halberda J.Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia)[J].Child Dev, 2011, 82(4): 1224-1237.
[15] Mejias S, Grégoire J, Noël MP.Numerical estimation in adults with and without developmental dyscalculia[J].Learning and Individual Differences, 2012, 22(1): 164-170.
[16] Olsson L, Östergren R, Träff U.Developmental dyscalculia: A deficit in the approximate number system or an access deficit?[J].Cognitive Development, 2016, 39: 154-167.
[17] Piazza M, Facoetti A, Trussardi AN, et al.Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia[J].Cognition, 2010, 116(1): 33-41.
[18] Szucs D, Devine A, Soltesz F, et al.Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment[J].Cortex, 2013, 49(10): 2674-2688.
[19] Mayes SD, Calhoun SL.Frequency of reading, math, and writing disabilities in children with clinical disorders[J].Learning and Individual Differences, 2006, 16(2): 145-157.
[20] Fuchs LS, Compton DL, Fuchs D, et al.The prevention, identification, and cognitive determinants of math difficulty[J].Journal of Educational Psychology, 2005, 97(3): 493-513.
[21] Zhou X, Chen C, Zang Y, et al.Dissociated brain organization for single-digit addition and multiplication[J].Neuroimage, 2007, 35(2): 871-880.
[22] Butterworth B, Kovas Y.Understanding neurocognitive developmental disorders can improve education for all[J].Science, 2013, 340(6130): 300-305.
[23] Cui J, Zhang Y, Wan S,et al.Visual form perception is fundamental for both reading comprehension and arithmetic computation[J].Cognition, 2019, 189: 141-154.
[24] Moll K, Landerl K, Snowling MJ, et al.Understanding comorbidity of learning disorders: Task-dependent estimates of prevalence[J].J Child Psychol Psychiatry, 2019, 60(3): 286-294.
[25] Zhang X, Räsänen P, Koponen T,et al.Early cognitive precursors of children's mathematics learning disability and persistent low achievement: A 5-year longitudinal study[J].Child Dev, 2020, 91(1): 7-27.
[26] Bulthé J, Prinsen J, Vanderauwera J, et al.Multi-method brain imaging reveals impaired representations of number as well as altered connectivity in adults with dyscalculia[J].Neuroimage, 2019, 190: 289-302.
[27] Dinkel PJ, Willmes K, Krinzinger H, et al.Diagnosing developmental dyscalculia on the basis of reliable single case fmri methods: Promises and limitations[J].PloS One, 2013, 8(12): e83722.
[28] Mussolin C, De Volder A, Grandin C, et al.Neural correlates of symbolic number comparison in developmental dyscalculia[J].J Cogn Neurosci, 2010, 22(5): 860-874.
[29] Price GR, Holloway I, Räsänen P, et al.Impaired parietal magnitude processing in developmental dyscalculia[J].Current Biology, 2007, 17(24): R1042-R1043.
[30] Kaufmann L, Vogel SE, Starke M, et al.Developmental dyscalculia: Compensatory mechanisms in left intraparietal regions in response to nonsymbolic magnitudes[J].Behav Brain Funct, 2009, 5(1): 35.
[31] Simos PG, Kanatsouli K, Fletcher J M, et al.Aberrant spatiotemporal activation profiles associated with math difficulties in children: A magnetic source imaging study[J].Neuropsychology, 2008, 22(5): 571-584.
[32] Mccaskey U, Von Aster M, Maurer U,et al.Longitudinal brain development of numerical skills in typically developing children and children with developmental dyscalculia[J].Front Human Neurosci, 2018, 11: 629.
[33] Rotzer S, Kucian K, Martin E, et al.Optimized voxel-based morphometry in children with developmental dyscalculia[J].Neuroimage, 2008, 39(1): 417-422.
[34] Rykhlevskaia E,Uddin LQ, Kondos L, et al.Neuroanatomical correlates of developmental dyscalculia: Combined evidence from morphometry and tractography[J].Front Hum Neurosci, 2009, 3.
[35] 周新林.作为另一种知识体系的中国珠算:非符号算术[J].珠算与珠心算,2021,(3):6-8.
[36] Zhou X, Zeng J.Three-component mathematics for students[J].Infant and Child Development, 2022, 31(1): e2283.
[37] 周新林.脑科学为数学教育提供依据[J].教育家,2018,(8):66-67.
[38] Cui J, Xiao R, Ma M,et al.Children skilled in mental abacus show enhanced non-symbolic number sense[J].Cur Psych, 2022, 41(4): 2053-2066.
[39] Barner D, Alvarez G, Sullivan J,et al.Learning mathematics in a visuospatial format: A randomized, controlled trial of mental abacus instruction[J].Child Dev, 2016, 87(4): 1146-1158.
[40] Lu Y, Li M, Cui Z,et al.Transfer effects of abacus training on cognition[J].Cur Psych, 2023, 42(8): 6271-6286.
[41] Hanakawa T, Honda M, Okada T,et al.Neural correlates underlying mental calculation in abacus experts: A functional magnetic resonance imaging study[J].Neuroimage, 2003, 19(2): 296-307.
[42] Hu Y, Geng F, Tao L,et al.Enhanced white matter tracts integrity in children with abacus training[J].Human Brain Mapping, 2011, 32(1): 10-21.
[43] Li M, Wang Z, Yu X,et al.Single-trial interindividual correlation shows semantic and visuospatial networks are fundamental for advanced mathematical learning[J].Eur J Neurosci, 2024, 60(6): 5189-5202.