Abstract: There are two types of materials, including the symbolic (e.g., Arabic number) and the non-symbolic (e.g., graph), which can be used to measure children’s mathematical capability, however, previous literature showed that the symbolic materials would interfere the measurement of children’s true mathematical capability. In order to avoid the interference, the present study using the animation sequence research paradigm examined 94 55- to 75-month children’s non-symbolic calculation ability of whole-number and fraction Results showed that children’s performance in fraction calculation was a little weaker than that of whole-number calculation, and both the calculation abilities developed with age. At the same time, we measured children’s number working memory in the form of number recall and number recognition through story situation-based number memory task. Results showed that children’s number recognition ability was better than that of number recall. As children grew up, their calculation ability improved gradually with number working memory ability, and the two were correlated with each other significantly.

摘要： 幼儿数学能力可以使用符号（如数字）和非符号（如图形）两种材料进行测量，但有研究发现符号材料会对幼儿真实数学能力的测量产生干扰。本研究使用动画序列设计范式，考察了94名55-75个月幼儿的非符号分数和整数计算能力。研究结果表明：在避开数学符号的影响后，幼儿在分数计算任务上的表现稍弱于整数计算任务，但两者随年龄增长表现出相似的发展模式。同时使用基于故事情景的数字记忆任务测查了幼儿的数字工作记忆能力，发现幼儿的数字回忆能力稍弱于数字再认。随着年龄增长，幼儿数字工作记忆与计算能力均不断发展，且二者相关显著。

关键词: 分数计算, 整数计算, 非符号化, 数字工作记忆, fraction calculation, whole-number calculation, non-symbol, number working memory