自閉症児への算数指導に関する研究 : 方程式の解法の観点から

概要

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This study was attempted to teach the primary skills of arithmetic to an autistic child who could understand addition and substraction but could not solve spoken questions and algorithms. It was thought that the difficulty in computation would simply due to the difference of the mode of presentation: tangible objects, spoken words, or algorithms. Since the final goal of this traning is to have him solve story problems in daily life, it was also attempted to teach him through the program based on equations (e.g. a+b=x, a-x=b). Step 1 is to have the child progress in verbal problems of computation. If the child confused, tangible objects as delayed prompting were presented. Step 2 is to shift problems from spoken questions to algorithms. If he could not solve them, both tangible objects and spoken words were given. Step 3 is served to understand the meaning of equality. The trainer gave the sign "+" or "-" and numbers including variables at the left side of a numerical expression. Then the child allowed to put down the same signs and numbers at the opposit side. Color sheets were used for prompting. The results showed that the procedure was appropriate.
横浜国立大学の論文
1991-10-31