本研究旨在探討受試幼兒在進行計數及加法時的眼動軌跡。研究資料來自一0一年度科技部「幼兒的注意力、認知負荷與數位遊戲學習成效的關聯-以數學為例」計畫中所收集的受試去連結資料。經篩選後，有效資料中含13位四歲幼兒，31位五歲幼兒，共四十四筆幼兒資料。本研究將44名幼兒計數及加法時的眼動軌跡進行分類，並且透過SPSS23.0統計軟體的描述性統計、卡方考驗等資料分析。其主要的發現如下：
一、 幼兒單排計數的眼動軌跡分類有三種：
(一) 速視。
(二) 由左向右數。
(三) 由右向左數。
二、 幼兒雙排計數的眼動軌跡分成三大類：
(一) 直線數：1.由左向右，由上到下。2.由右向左，由上到下。
3.由左向右，順著數。4.由右向左，倒著數。
(二) 環形數：1.由左向右，環形數。2.由右向左，環形數。
(三) 兩個兩個數。
三、 幼兒加法計算方式的眼動軌跡分類有兩種：
(一) 以圖形計數。
(二) 看數字心算。
四、 幼兒以圖形計數進行加法的眼動軌跡分成三類：
(一) 全部計數。
(二) 從被加數往上數。
(三) 從加數往上數。
五、 性別、年齡不同的幼兒在「計數」及「加法」的眼動軌跡上
沒有顯著差異。

The purpose of this study was to analyze the eye tracking of young children when they perform counting and addition. The research data came from the de-identified data of the “The relations among young children’s attention, cognitive load and outcomes in digital game-based learning” program of the Ministry of Science and Technology conducted in 2012. After screening, the effective data came from 44 children in total, including 13 four-year-olds and 31 five-year-olds. The data collected were categorized and analyzed through descriptive statistics and chi-square test in SPSS23.0. The main findings were summarized as follows:
1. There are three types of children’s eye tracking when they count by single
rows:
(1)Subitizing.
(2)Count from left to right.
(3)Count from right to left.
2.There are three types of children’s eye tracking when they count every two
rows:
(1)Counting in a linear order.
A. from left to right, from top to bottom.
B. from right to left, from top to bottom.
C. from left to right, counting forwards.
D. from right to left, counting backwards.
(2)Counting in a circular order.
A. from left to right, in a circular order.
B. from right to left, in a circular order.
(3)Counting by twos.
3.There are two types of children’s eye tracking when they make addition
calculations:
(1)Counting with item.
(2)Calculating numbers mentally.
4.There are three types of children’s eye tracking when they count with
pictures:
(1)Count all item.
(2)Count from the augend to the addend.
(3)Count from the addend to the augend.
5.There were no significant differences in the eye tracking between children
of different genders or ages when they perform counting and addition.

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