| Project/Area Number |
24830037
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Single-year Grants |
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| Research Field |
Educational psychology
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| Research Institution | University of Fukui |
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Principal Investigator |
YAMAGUCHI Maki 福井大学, 教育学研究科(研究院), 特命助教 (20637623)
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| Project Period (FY) |
2012-08-31 – 2014-03-31
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2013: ¥130,000 (Direct Cost: ¥100,000、Indirect Cost: ¥30,000)
Fiscal Year 2012: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
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| Keywords | 数概念発達 / 知的障害 / 子どもの数概念 / 数概念の発達 |
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| Research Abstract |
The purpose of this study was to discuss the relationship between the development of number concepts and equal distribution. Fifteen junior high school students with intellectual disabilities (< 7 mental age) and preschoolers (n=total 111:3 to 7 years old) participated in an individual experiment in which, on each trial, each child was given 6 to 24 chips and asked to put an equal number of chips on each of the plates in front of the child. They were also given a task related to number concepts (counting task and comparing numbers task). According to these experiments, four developmental stages were postulated. Generally children over 4 years old know the reason of counting, however children with intellectual disabilities (> 4 mental age, vocabulary age) didn't count at all in solving the problems in this study. Examination of the distributive strategies including adjustment will be necessary.
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