2005 Fiscal Year Final Research Report Summary
Arithmetic Difficulties and Individualized Support-Development of Instructional Method in Accordance with Acquisition Level of Arithmetic Operation
| Project/Area Number |
14310112
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | University of tsukuba, Doctor Program of Comprehensive Sciences |
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Principal Investigator |
MAEKAWA Hisao University of Tsukuba, Graduate School of Comprehensive Human Sciences, Professor, 大学院・人間総合科学研究科, 教授 (50165635)
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| Co-Investigator(Kenkyū-buntansha) |
KUMAGAI Keiko University of Tsukuba, Graduate School of Comprehensive Human Sciences, Associate Professor, 大学院・人間総合科学研究科, 助教授 (10272147)
HIGASHIHARA Fumiko University of Tsukuba, Graduate School of Comprehensive Human Sciences, Assistant Professor, 大学院・人間総合科学研究科, 講師 (60272150)
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| Project Period (FY) |
2002 – 2005
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| Keywords | Learning Disabilities / Arithmetic / PASS Theory / Development / Teaching Manual |
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| Research Abstract |
We studied Planning as a cognitive function and the strategies to solve the addition problems in children with mild mental retardation. Their planning ability was correlated with flexible usage of various strategies in simple calculation. And we instructed some children in the addition problems focused on planning. In the result, they showed flexible usage of various strategies according to the problems.
And Fumiko Higashihara made the arithmetic skill test constructed from 44 items from the counting skills to simple calculation of 2 digits. 150 children of Glade 1 and Glade 2 participated in 33 items test. There were 28 items that were over 50% pass rate. So we need the data of kindergarten children.
There were some differences in the developmental network of passed items between England and Japan. That difference may come from difference of curriculum and point of emphasis.
Keiko Kumagaya studied the instruction program for concept of cardinal number to 3 children who were behind in simultaneous processing than sequential processing.
From these studies, we could recommend the instruction method for children with difficulty about arithmetic.
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