Study of Developmental Dyscalculia:Focused on the Acquisitionof Number Concept and Fraction Concept
| Project/Area Number |
22531057
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Single-year Grants |
|---|
| Section | 一般 |
|---|
| Research Field |
Special needs education
|
|---|
| Research Institution | University of Tsukuba |
|---|
Principal Investigator |
|
|---|
| Project Period (FY) |
2010 – 2012
|
| Project Status |
Completed (Fiscal Year 2012)
|
| Budget Amount *help |
¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2011: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2010: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
|
|---|
| Keywords | 学習困難 / 算数困難 / 分数概念 / 数概念 / 算数障害 / 学習障害 / 分数計算 / 数学的志向性 / 数字への志向性 / 自閉的傾向 / 定型発達児 |
|---|
| Research Abstract |
・Investigation study: The acquisition process of calculation or concept of Math fraction for children in 1grade to 6 grade’s regular classes in a elementary school was cleared.
・Case study: The effective intervention method depend on each unbalanced cognitive abilities for acquisition of Math fraction for two children who are in the different grade with Math learning disability was developed.
・Case study: The interventions of Math depend on each unbalanced cognitive abilities to three children in elementary school, junior high school, high school, with math learning disabilities develop their self-effective sense.
|
Report
(4 results)
Research Products
(4 results)
