中文摘要：

等值分数概念的发展要以相对量概念和乘法思维为基础。实验1将小学一至三年级儿童等值分数概念的发展划分为3个阶段：整体量概念、数量化的相对量概念、正式的等值分数概念,结果表明一年级儿童尚未获得数量化的相对量概念,二年级儿童尚未发展起成熟的乘法思维。基于此,依据最近发展区原理设计了干预实验。实验2的干预方法是在一年级儿童的整体量概念基础上促进其数量化的相对量概念的发展,实验3的干预方法是通过熟悉的任务情境来促进二年级儿童对乘法关系的实际意义的理解,从而促进其乘法思维的发展。这些干预方法达到了预期效果,为开展等值分数的早期教学提供了借鉴。

英文摘要：

Equivalent fractions are fractions with the same numerical value, and the concept of which is built on the development of the relative-amount concept and multiplicative thinking. Previous studies have found that young children can solve non-symbolic equivalent fraction problems in an intuitive, global way, yet they often incorrectly make absolute-value judgments on problems involving discrete quantities. Boyer et al’s （2008） study suggested that it was due to an overextension of numerical equivalence concepts to proportional equivalence problems, but they did not make further analysis on the qualitative differences of concepts on equivalent fractions at lower grades of elementary school, nor did they explore the development process of the concept, while it is of great significance for guiding the early mathematical instruction. Our study examined first-through third-grade students’ operative thinking levels, and summarized the developmental pattern of the concept. Moreover, based on the principle of the zone of proximal development, two interventional experiments were carried out to improve first-and second-graders’ conceptual levels of equivalent fraction. Study 1 examined the operative thinking levels of first- through third-graders by employing the orange juice concentration matching task and analyzing their accurate rates and strategies in continuous, discrete and blended conditions, and on these grounds, we proposed a three-stage model for the development of equivalent fraction concept： the first stage is named the global-quantity concept, the second stage is the quantitative relative-amount concept, and the third stage is the formal concept of equivalent fraction. First-grade children, in the transitional period between the first to the second stage, have not yet formed the stable relative-amount concept;Second-grade children, in the transitional period between the second to the third stage, have developed a more mature relative-amount concept, but their multiplicative thinking has not yet deve