Development of an instructional model for early mathematics

2016 Fiscal Year Final Research Report

• Project/Area Number: 26780517
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Special needs education
• Research Institution: Osaka Kyoiku University
• Principal Investigator: Noda Wataru 大阪教育大学, 連合教職実践研究科, 准教授 (70611440)
• Research Collaborator: TSUJII Masatsugu 中京大学, 現代社会学部, 教授 ; ITO Hiroyuki 浜松医科大学, 子どものこころの発達研究センター, 特任助教
• Project Period (FY): 2014-04-01 – 2017-03-31
• Keywords: カリキュラムに基づく測定 / Response to Intervention / スクリーニング / 算数

Outline of Final Research Achievements

The purpose of this study was to develop the curriculum-based measurement in early math (M-CBM). M-CBM was conducted to assess early mathematics skills for elementary school student (1st grade to 6th grade). Results indicated that M-CBM scores increased as the grade increased. In addition, M-CBM scores significantly correlated with the standardized achievement test scores. These findings suggest that M-CBM can be a useful tool for assessing early mathematics skills and screening at risk students.
We also conducted the study evaluating the effect of the academic intervention for elementary students struggling in early math (math fact). We evaluated the effect of number family instruction and cover-copy-compare to improve math fact accuracy and fluency. Results showed that number family instruction and cover-copy-compare were effective academic interventions for improving math fact.

Free Research Field

特別支援教育