Arithmetic Difficulties and Individualized Support-Development of Instructional Method in Accordance with Acquisition Level of Arithmetic Operation

本研究旨在探讨轻度智能障碍儿童的规划认知功能及其解决加法问题的策略。规划能力与简单计算中各种策略的灵活运用有关。我们指导一些孩子在加法问题上注重规划。结果显示，他们根据问题灵活运用各种策略。东原文子制作了由44个项目组成的算术技能测试，从计数技能到2位数的简单计算。共150名儿童参加了33个项目的测试。合格率超过50%的有28项。因此，我们需要幼儿园儿童的数据，英国和日本在传递项目的发展网络上存在一定的差异。熊谷惠子对3名同时加工能力落后于顺序加工能力的儿童进行了基数概念的教学方案研究，通过这些研究，我们可以为算术困难儿童的基数概念教学提供建议。

We studied Planning as a cognitive function and the strategies to solve the addition problems in children with mild mental retardation. Their planning ability was correlated with flexible usage of various strategies in simple calculation. And we instructed some children in the addition problems focused on planning. In the result, they showed flexible usage of various strategies according to the problems.And Fumiko Higashihara made the arithmetic skill test constructed from 44 items from the counting skills to simple calculation of 2 digits. 150 children of Glade 1 and Glade 2 participated in 33 items test. There were 28 items that were over 50% pass rate. So we need the data of kindergarten children.There were some differences in the developmental network of passed items between England and Japan. That difference may come from difference of curriculum and point of emphasis.Keiko Kumagaya studied the instruction program for concept of cardinal number to 3 children who were behind in simultaneous processing than sequential processing.From these studies, we could recommend the instruction method for children with difficulty about arithmetic.