• 作者： 甯自強
• 作者服務機構： 國立臺中師範學院 數學教育學系
• 中文摘要： 以根本建構主義為知識論基礎，皮亞傑的基模理論為心理學的基礎，本文假設數概念為集聚單位，並區分幼兒的數概念類型為數的前置概念與起始數概念兩種。透過教學晤談法的實施，一位七歲幼稚園大班的兒童涂景翰對有關數概念功能問題的反映資料被加以
  蒐集，並加以概念分析。分析的結果顯示期數概念為起始數概念。至於個案的起始數概念的特質，則以對8個原案的詳細的闡釋加以突顯。
• 英文摘要： Radical constructivism and Piagetian’s scheme theory were used as epistemological and psychological assumptions to conceptualize this study. Using this conception, the author hypothesized that number concepts are composite units. The meanings of number words used by kindergarten pupils were classified into two levels: (1) preconception of number and (2) initial number concept. Semi-structured teaching protocols were used to interview children and to collect data on their ideas about numbers. Chin-Han’s reactions to solving number problems were gathered and the conceptual analysis of his meanings of number words are reported in this case study. The results revealed that Chin-Han was at the stage of initial number concept.
• 中文關鍵字： 數概念、教學晤談法、幼稚園
• 英文關鍵字： Number Concepts, Teaching Interview, Kintergarten.