A Study on Cognitive Process of Mathematical Conceptions and Computer Utilities for Learning Abilities
Grant-in-Aid for Scientific Research (C)
|Research Institution||KAGOSHIMA UNIVERSITY|
UEMURA Tetsuro Kagoshima University, Faculty of Education, Professor, 教育学部, 教授 (60040739)
OHTSUBO Haruhiko Kagoshima University, Faculty of Education, Assistant Professor, 教育学部, 助教授 (80160555)
UCHIDA Yoshio Kagoshima University, Faculty of Education, Professor, 教育学部, 教授 (20004129)
|Project Fiscal Year
1994 – 1996
Completed(Fiscal Year 1996)
|Budget Amount *help
¥2,200,000 (Direct Cost : ¥2,200,000)
Fiscal Year 1996 : ¥400,000 (Direct Cost : ¥400,000)
Fiscal Year 1995 : ¥600,000 (Direct Cost : ¥600,000)
Fiscal Year 1994 : ¥1,200,000 (Direct Cost : ¥1,200,000)
|Keywords||Learning Disabilities / Mathematical Concept / Computer Assisted Instruction / 学習障害児 / 数学的概念 / CAI / コンピュータ利用|
The purpose of the present stuydy is to investigate some of the characteristics of the cognitive development in arithmetic concepts of Learning Disabilities and on this basis, to look into possible ways to develop curriculum, teaching methods and materials germane to children withlearning problems.
A hypothesis was made for this study : a significant success in making Learning Disabilities understand arithmetic / mathematical concepts of high degrees would depend heavily on how to structure systematic use of teaching methods and materials that take into good consideration realities of those learning disabled children, setting up learning routs for leading them step-by-step to goals.
To verify this, the following attempts were made : (1) to understand the present situations and difficulties in arithmetic education for learning disabled children. (2) to develop teaching progframs with methods and materials suited for the subjects (Ss) in the present experiment. (3) to establish ways to ope
rate Personal Computer (PC) hardware so that the Ss can utilize newly-developed software for the experiment so as to bear out that effective use can be made of PCs as audio-visual aids in teaching mentally-retarded children arithmetic calculation.
The experiment was applied in the teaching situation for four Ss who met once a week in the research room in Kagoshima University. 5 (or 8) years of training resulted in a statistically significant improvement in moving-up calculation. It should be noted that feedback form two of the Ss was outstanding in suggesting the great effects of the programd, computerized instruction for mentally-handicapped children.
Examples of the teaching techniques that are useful in a variety of instructional levels are given in detail to show the potential of arithmetic instruction using PCs for Learning Disabilities.
Research Output (6results)