Assessment of relation between representation of basic numerical concepts and math ability, and developing intervention method for developmental dyscalculia.

2014 Fiscal Year Final Research Report

• Project/Area Number: 24531267
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Special needs education
• Research Institution: Kanazawa Institute of Technology
• Principal Investigator: ISHIKAWA Kensuke 金沢工業大学, 情報フロンティア学部, 教授 (90319038)
• Co-Investigator(Kenkyū-buntansha): IGUCHI Akiko 北陸学院大学, 事務局, 相談員 (10623788) ; 原田 克巳 金沢大学, 人間科学系, 准教授 (10361974)
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: 算数障害 / 算数困難 / Dyscalculia

Outline of Final Research Achievements

The present study investigated the developmental change in numerical estimation. We tested children in kindergarten (5- to 6-year-olds) and Grade 1 to 6 (7- to 12-year-olds), as well as graduated students, on an number line estimation task and examined estimation accuracy. Relation between linearity and math achievement test score were present at the each grades. Estimation accuracy was correlated with math achievement test scores. These findings suggested that we might use the number line estimation task as a screening test for developmental dyscalculia. We developed an application for dyscalculia on a trial basis.

Free Research Field

特別支援教育