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

概要

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It has been shown that even children with learning disabilities (LD) are able to grasp arithmetical algorithms successfully as a result of a case study on a typical child with atraitof LD in mathematics : A global-type LD child, who had learned addition, subtraction, and multiplication in the previous lessons conducted in this study, proceeded to learn division. In this article, it is shown first that he has achieved success in learning division as well as in learning addition, subtraction, and multiplication. His learning process for acquiring division algorithm was guided by four steps called Real World, World of Models, World of Schema, and Mathematical World. It is then shown that the difficulties he faced in learning division may characterize such a child with LD or some type of LD children : The difficulties observed in his learning addition, subtraction, and multiplication confronted him again. As a total result of this study, it is confirmed over the four arithmetic operations that meaningful learning, such as the Suido-Method, is more effective than rote learning, such as drill-and-practice lessons. The subject child's achievement in learning all of four arithmetic operations suggests another alternative to develop a new curriculum in Mathematics education characterized asslow learning
琉球大学の論文
2001-03-31