「じゅういち」と「eleven」で数の力に差がつく？ ベトナムの幼児104人が示した意外な限界

Q1. What is the passage mainly about?

1. AHow to write numbers in Vietnamese
2. BWhether regular number words help children with numbers
3. CWhy children in Belgium like math
4. DHow old the number system is

数の言葉の規則性が子どもの数の力を助けるかどうかを扱っているので B。

Q2. How many children from Vietnam were in the 2020 study?

1. A11
2. B20
3. C104
4. D208

compared 104 young children in Vietnam with 104 young children in Belgium とあるので C。

Q3. In this passage, "regular" means ...

1. Afollowing a simple rule
2. Bvery expensive
3. Cvery old
4. Dhard to hear

Vietnamese number words are regular, like Japanese とあり、「10と1」のように規則に従っているという意味なので A。

Q1. What makes English number words less regular?

1. AThey are very long.
2. BThey use special words like "eleven" and "twelve."
3. CThey are written in a different alphabet.
4. DThey have no word for zero.

English and French are less regular, with special words like "eleven" and "twelve" とあるので B。

Q2. According to the 1995 study, when did language make no difference?

1. AWhen children learned to count
2. BWhen children counted small groups of objects or solved simple problems
3. CWhen children went to high school
4. DWhen children used computers

Language made no difference when children counted small groups of objects or solved simple problems とあるので B。

Q3. What does the 2020 study suggest?

1. ARegular number words help with counting, but not with every number skill.
2. BVietnamese children are better at all kinds of math.
3. CBelgian children cannot count.
4. DNumber words have no effect at all.

数え上げではベトナムの子が約10先まで数えられたが、ほかの7つの課題ではベトナムの子のほうがよくできることはなかったので A。

Q1. What did Miura and her colleagues report?

1. AEast Asian first graders tended to build numbers with ten-blocks and single cubes.
2. BAll children built numbers in the same way.
3. CChildren in France used ten-blocks more than Japanese children.
4. DFirst graders could not build numbers with blocks.

first graders who spoke East Asian languages tended to build numbers this way（10の棒とばらの組み合わせ）とあるので A。

Q2. What did the 1997 study show?

1. AEnglish-speaking children never use ten-blocks.
2. BThe way the task was presented changed how often children used ten-blocks.
3. CNumber words have nothing to do with counting.
4. DJapanese children did worse than British children.

blocks were made easier to notice or when an example ... was given で10の棒の使用が増えたので B。

Q3. Which statement best matches the author's view?

1. ANumber words are the only reason for differences in math.
2. BNumber words have no effect on children.
3. CRegular number words help with some skills, but other factors also matter.
4. DBelgian children are better at math than Vietnamese children.

数え上げには差が出たがほかの課題では差がなく、レビューも文化などほかの要因に注目していることから C。