| Project/Area Number |
58580221
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
科学教育(含教育工学)
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| Research Institution | Okayama University |
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Principal Investigator |
IZAWA Shuji (1984) Okayama University, School of Education, Professor, 教育学部, 教授 (50014692)
伊沢 秀而 岡山大学, 教育学部, 教授
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| Co-Investigator(Kenkyū-buntansha) |
SAKO Akihito Okayama University, School of Education, Assistant, 教育学部, 助手 (30144728)
垂水 共之 岡山大学, 教養部, 助教授 (50033915)
横山 節雄 東京学芸大学, 教育学部, 助教授 (20090532)
YANAGIHARA Masafumi Okayama University, School of Education, Associate Professor, 教育学部, 助教授 (00032219)
近藤 勲 岡山大学, 教育学部, 助教授 (50033361)
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| Project Period (FY) |
1983 – 1984
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| Project Status |
Completed (Fiscal Year 1984)
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| Budget Amount *help |
¥2,100,000 (Direct Cost: ¥2,100,000)
Fiscal Year 1984: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 1983: ¥1,200,000 (Direct Cost: ¥1,200,000)
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| Keywords | arithmetic operation / thought process / reaction time / development assessment / database / arithmetic algorithm / diagnostic logic |
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| Research Abstract |
The amount of spending time in problem-solving will reflect the cognitive process at that, including the number of steps required, thought strategies used, and the like. With this assumption, following researches were carried on computational operations using a chronometric analysis, and their application to assessment of arithmetic thought development in children was discussed.
(a) The cognitive processing mechanisms in addition and subtraction, especially thought strategies, were investigated chronometrically and also from the psycholinguistic viewpoint. As the result, we clarified the nature of cognitive strategies as for cognition of relation, truth-falth judgment, coding, and transformation of codes, so on.
(b) Assuming that addition and subtraction are performed basically by counting, the research estimated counting modes used as strategy. For estimating those statistically we built "Multiple Regression Analysis Model" as a new method. Efficiency of the model was examined experimentally, and it was confirmed that the model can detect plural modes used together by the same subject. That has apparently not been published to date.
(c) All sorts of processing units required to arithmetic operation were extracted (90 items in all), and we classified the arithmetic tasks on the basis of constitution of unit, then compiled them to "Database of Arithmetic Thought". The research extended to seeking reliance of arithmetic algorithms on thought development through analyzing textbooks for primary school and those for training school. On grounds of the result we arrived at editting test of arithmetic thought development for school children.
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