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  1. 紀要論文
  2. 琉球大学教育学部障害児教育実践センター紀要
  3. 1号
  1. 部局別インデックス
  2. 教育学部

学習障害サスペクト児の数学学習(事例研究)II : 数学学習の可能性と学習困難の特徴

http://hdl.handle.net/20.500.12000/5052
http://hdl.handle.net/20.500.12000/5052
7a70b2d7-9b14-4ceb-82f9-aa4fca4c621e
名前 / ファイル ライセンス アクション
KJ00004249332.pdf KJ00004249332.pdf
Item type デフォルトアイテムタイプ(フル)(1)
公開日 2008-03-10
タイトル
タイトル 学習障害サスペクト児の数学学習(事例研究)II : 数学学習の可能性と学習困難の特徴
言語 ja
作成者 小田切, 忠人

× 小田切, 忠人

ja 小田切, 忠人

Kotagiri, Tadato

× Kotagiri, Tadato

en Kotagiri, Tadato

アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
主題
言語 en
主題Scheme Other
主題 Learning Disability
言語 en
主題Scheme Other
主題 Number Concept
言語 en
主題Scheme Other
主題 Addition
言語 en
主題Scheme Other
主題 Subtraction
言語 en
主題Scheme Other
主題 Meaningful
言語 en
主題Scheme Other
主題 Learning
内容記述
内容記述タイプ Other
内容記述 This study attempts to demonstrate that a child with learning disability (LD) can successfully acquire the algorithms for addition and subtraction by means of progressing through a sequence of steps or learning stages which are represented here by the labels 'Real World, ' 'World of Models, ' 'World of Schemas, ' and 'World of Mathematics.' The sequence of the learning stages is the idea of teaching/learning adopted by many Japanese teachers for non-LD children. Specific features of LD are here identified and clarified through observation of the learning difficulties which are exposed within remedial teaching processes. The subject under study here was a fourth-grade pupil who was unable to perform adequately even elementary-level, first-grade calculations. The child's subtype of LD was classified as 'global'. The approach taken to remedial teaching was based on the Suido-Method. The results of this study indicate that a child that exhibits LD can nonetheless succeed in being able to manipulate mathematical ideas and to build the algorithms of addition and subtraction. Moreover, this particular child even managed to discover a new algorithm for subtraction. Five types of difficulties were observed which show potential for the diagnosis of LD : Persistence of Procedural Approach, Problems of Synthesizing, Problems of Attention, Low-Maturity of Meta-Cognition, and Slow Learning. Indications are strong that instruction and learning which incorporates meaningful approaches, such as in the Suido-Method, is more effective than so-called drill-and-practice learning such as is evident in the rote-learning method.
内容記述タイプ Other
内容記述 紀要論文
出版者
言語 ja
出版者 琉球大学教育学部附属障害児教育実践センター
言語
言語 jpn
資源タイプ
資源タイプ departmental bulletin paper
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
識別子
識別子 http://hdl.handle.net/20.500.12000/5052
識別子タイプ HDL
収録物識別子
収録物識別子タイプ ISSN
収録物識別子 1345-0476
収録物識別子タイプ NCID
収録物識別子 AA11393512
収録物名
言語 ja
収録物名 琉球大学教育学部障害児教育実践センター紀要
書誌情報
号 1, p. 77-101, 発行日 1999-10-28
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