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5～6 岁幼儿数感与计算流畅性的关系：序数知识的中介作用

The Relationship Between Number Sense and Arithmetic Fluency in 5- to 6-Year-Old Children: The Mediating Role of Ordinal Knowledge

梁笑¹, 时鹏², 梁晓燕¹, 杨庆丽³, 孙美婷⁴

Psychology of China / 2026,8(5): 698-705 / 2026-06-03 17 13

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• Information:

  1．山西大学教育科学学院，太原；
  2．太原市常青藤中学校，太原；
  3．芮城县党政机关幼儿园，运城；
  4．山西大学自动化与软件学院，太原

• Keywords:
  Number sense; Arithmetic fluency; Ordinal knowledge; Mediating effect; Preschool children
  数感; 计算流畅性; 序数知识; 中介效应; 学前儿童
• Abstract: Objective: This study aimed to examine the predictive effect of number sense on arithmetic fluency in 5- to 6-year-old children and to test the mediating role of ordinal knowledge in this association. Methods: A follow-up design with a 6-month interval was adopted. A total of 220 children in the senior class of a kindergarten in Ruicheng County, Shanxi Province, were assessed. Number sense and ordinal knowledge were measured at the beginning of the autumn semester, and arithmetic fluency was assessed at the beginning of the spring semester. Pearson correlation analysis and mediation analysis were conducted. Results: (1) Number sense was significantly and positively correlated with ordinal knowledge (r = 0.270, p < 0.001) and arithmetic fluency (r = 0.251, p < 0.001), and ordinal knowledge was significantly and positively correlated with arithmetic fluency (r = 0.406, p < 0.001). (2) Mediation analysis showed that number sense significantly predicted arithmetic fluency (β = 0.251, p < 0.001) and ordinal knowledge (β = 0.270, p < 0.001). When number sense and ordinal knowledge were simultaneously entered into the model, the direct effect of number sense on arithmetic fluency remained significant (β = 0.153, p < 0.05), and ordinal knowledge significantly predicted arithmetic fluency (β = 0.365, p < 0.001). Bootstrap analysis indicated that the mediating effect of ordinal knowledge was significant, with a 95% confidence interval of [0.051, 0.156], accounting for 39.04% of the total effect. Conclusion: Number sense in 5- to 6-year-old children can directly predict later arithmetic fluency and can also exert an indirect effect through ordinal knowledge. Ordinal knowledge may serve as an important cognitive link through which number sense is transformed into early arithmetic ability. These findings provide empirical evidence for understanding the developmental mechanism of early arithmetic fluency and for optimizing early mathematics activities in kindergarten. 目的：考察5～6岁幼儿数感对计算流畅性的预测作用，并检验序数知识在二者关系中的中介作用。方法：采用间隔6个月的追踪设计，以山西省芮城县某幼儿园220名大班幼儿为研究对象，在秋季学期入学时测量幼儿的数感与序数知识，在次年春季学期入学时测量其计算流畅性。采用Pearson相关分析和中介效应检验考察变量间关系。结果：（1）数感与序数知识（r=0.270，p<0.001）、计算流畅性（r=0.251，p<0.001）均呈显著正相关，序数知识与计算流畅性呈显著正相关（r=0.406，p<0.001）。（2）中介效应检验显示，数感能够显著正向预测计算流畅性（β=0.251，p<0.001）和序数知识（β=0.270，p<0.001）；在同时纳入数感与序数知识后，数感对计算流畅性的直接预测作用仍显著（β=0.153，p=0.017<0.05），序数知识对计算流畅性具有显著正向预测作用（β=0.365，p<0.001）。Bootstrap检验表明，序数知识的中介效应显著，95%置信区间为[0.051，0.156]，中介效应占总效应的39.04%。结论：5～6岁幼儿的数感能够直接预测其后续计算流畅性，也可以通过序数知识间接发挥作用。序数知识可能是数感影响早期计算能力的重要认知路径之一。本研究为理解学前儿童早期计算能力的发展机制及优化幼儿园数学教育活动提供了实证依据。
• DOI: 10.35534/pc.0805104 (registering DOI)
• Cite: 梁笑, 时鹏, 梁晓燕, 杨庆丽, 孙美婷. (2026). 5~6岁幼儿数感与计算流畅性的关系: 序数知识的中介作用. 中国心理学前沿, 8 (5), 698-705.