Clinical Educational Intervention for Children with Intellectual Disability in Learning Basic Mathematics -Working with the Database http://sup-math123right.org/-

2022 Fiscal Year Final Research Report

• Project/Area Number: 19K02711
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: University of the Ryukyus
• Principal Investigator: Kotagiri Tadato 琉球大学, 教育学部, 名誉教授 (00112441)
• Project Period (FY): 2019-04-01 – 2023-03-31
• Keywords: 基礎数学 / 数の認識 / 十進法 / 知的障がい / 臨床的教育介入 / 学習困難 / 有意味学習 / 概念的理解

Outline of Final Research Achievements

The practical challenges of educational intervention in basic mathematics learning for children with intellectual disabilities are as follows: These children begin school and learn about numbers and computation, progress to learning more-than-ten numbers, and then face serious learning difficulties (learning stagnation). Through repetitive learning, after several years, they may learn to chant numbers up to one hundred and to read and write those Arabic numerals. But if, for example, they are given three ten-yen coins and four one-yen coins and asked "how much?" they will answer "seven yen" and so on.
Remedial education called “Clinical Educational Intervention” was implemented with these children: consisting of once-a-month or once-a-week "classes" and one-page-a-day or one-problem-a-day "no-more-than-5-minute homework". The non-exceptional result shows that they are able to understand the decimal system cognitively to identify monetary amounts.

Free Research Field

教科教育学および初等中等教育学関連

Academic Significance and Societal Importance of the Research Achievements

多様性をキーワードに様々な社会課題が取り組まれている。教育現場では学習障がいのある子どもたちの学びや社会への参加が課題になっている。今後は、知的障がいのある子どもの学びや社会への参加も改めて教育実践課題となるであろう。知的障がいがある場合、百までの数唱やそれらの数字の読み書きを覚えても、お金の計算のような数を概念的に操作する学習の達成には中々到らない。
本研究では、算数の学習障がいが疑われる子どもへの臨床的教育介入（先行研究）を踏まえ、知的な障がいのある学習困難児（者）に対して治療的な教育介入を行った。その結果、知的障がいがあっても概念的な数学習が可能であることを具体的な教材とともに示した。