权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

A Database of Remedial Education for Children with Special Needs in Learning Basic Mathematics

有特殊需要的儿童基础数学补习教育数据库

基本信息

批准号：
13680322
负责人：
KOTAGIRI Tadato
金额：
$ 1.41万
依托单位：
University of the Ryukyus
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2003
项目状态：
已结题

项目摘要

This study is a longitudinal research on children with special needs in learning basic mathematics. The initial purpose of the study was : How could children learn mathematics? How could human create mathematical ideas? In order to achieve this goal, remedial education for children with learning difficulties was adopted. During this process, successful teaching/learning records were accumulated For example, a fourth grader could not add one-digit numbers well. He could not add multi-digit numbers. He failed to memorize multiplication facts. He was thought as a global type ID child But, he overcame difficulties to obtain all arithmetic skills after five-years for remedial education and succeeded in understanding how to operate plus and minus symbols and variables to add or subtract algebraic formulas.As these records are directly useful for teachers to do educational intervention for children with special needs, they have been modified as a database for computer use. The database of the study contains the teaching/learning records on the following subjects :(1) A child with a global type LD in learning basic mathematics(2) A child with serious brain disorders after suffering meningitis(3) A child with brain damage or brain dysfunction after suffering hydrocephalus(4) A child with autistic disorder(5) A slow-learning child with possible minimal brain dysfunction(6) A low-achieving child in learning subtraction(7) A child with intellectual disordersThe database also contains records of Canadian children who are deemed as slow-learners, low-achievers, children with brain dysfunctions, or those with development disorders. (cf., http://plaza4ts.edu.u-ryukyu,ac.jp/)

本研究是对特殊需要儿童基础数学学习的纵向研究。研究的最初目的是：儿童如何学习数学？人类如何创造数学概念？为了实现这一目标，对有学习困难的儿童采取了补救教育。在这个过程中，积累了成功的教学/学习记录。例如，一名四年级学生不能很好地添加一位数。他不能把多位数相加。他没能记住乘法运算。他被认为是一个全球性的类型ID儿童，但他克服困难，获得了所有的算术技能后，五年的补习教育，并成功地理解了如何操作加减符号和变量，以增加或减少代数公式。由于这些记录是直接用于教师对有特殊需要的儿童进行教育干预，这些记录已被修改为计算机使用的数据库。该研究的数据库包含以下科目的教学/学习记录：（1）在学习基础数学方面具有整体型LD的儿童（2）患有脑膜炎后患有严重脑功能障碍的儿童（3）患有脑积水后患有脑损伤或脑功能障碍的儿童（4）患有自闭症的儿童（5）可能患有轻微脑功能障碍的学习缓慢的儿童（6）在学习减法方面成绩差的儿童（7）患有智力障碍的儿童该数据库还包含被视为学习缓慢、成绩差、脑功能障碍儿童或发育障碍儿童的加拿大儿童的记录。(cf., http://plaza4ts.edu.u-ryukyu，ac.jp/）