兒童早期數學概念或技能學習的基礎若沒有建立好，就有可能影響到日後學齡教育數
學的學習，進而影響到日常生活的運作。若能在學前階段提早發現數學學習困難的幼兒並
提供適當的預防性介入方案，改善其學習狀況，建立穩固的基礎數學能力，相信對其未來
的發展是極具重要性的。本研究的目的是藉由觀察幼兒在使用九珠或十珠算盤建立基礎數
學概念過程中的行為表現，來找出適合的撥珠盤介面，以及未來設計撥珠盤教材時的參考。
結果顯示，十珠算盤在協助幼兒建立數字10 的概念及了解數字10 的組合方面優於九珠算
盤。而在簡單加減法的運算方面，十珠算盤較能讓幼兒充分藉由基礎數概念來進行運算，
而非口訣。在其他介面的設計方面，撥珠盤必須考量學齡前幼兒精細動作的發展。撥珠盤
可以充分使用於幼兒數概念的學習，包含計數、數線、及數量對應、簡易加減等，而非僅
僅是一個計算工具。 Poor number concept may be a risk factor for negative outcome in both childhood and adulthood.
It is necessary to early identify young children who may have math difficulties, and provide early
intervention to improve their math achievement. The purpose of this study is to observe how
children build in their number concept by using nine-bead abacus and ten-bead abacus. The result
indicates that ten-bead abacus is better than nine-bead abacus in establishing concept of number
Ten and which two numbers make up 10, as well as simple addition and subtraction. In addition,
the abacus design should consider children’s fine motor development. Children could make the
most of abacus in learning number concept.
