| Budget Amount *help |
¥4,030,000 (Direct Cost: ¥3,100,000、Indirect Cost: ¥930,000)
Fiscal Year 2016: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2015: ¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
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| Outline of Final Research Achievements |
Currently, the method for learning an arithmetic word problem in special classroom is easier than general classroom because teacher provides them an education that addresses their individual difference and needs. In this research, our target is language delay’s student in special classroom who is difficult to read and write. They cannot exercise an effective learning method like problem-posing that is required to write a sentence from scratch. We have developed a learning environment for problem-posing and learning a problem structure by selecting and arranging several sentence cards. Therefore, we assume that language delay’s student who is difficult to read and write are able to exercise and learn the structure of arithmetic word problem that can be solved by one-step addition or subtraction by using our learning environment. The result of experimental use shows that the students can exercise and learn the structure of arithmetic word problem if they can read the simple sentence.
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