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たし算・ひき算の理解に関する発達的研究
https://doi.org/10.15069/00000689
https://doi.org/10.15069/0000068949b09e79-d94c-4849-a684-9dcf74ee6753
名前 / ファイル | ライセンス | アクション |
---|---|---|
KJ00005059307 (696.6 kB)
|
Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
---|---|---|---|---|---|---|
公開日 | 2008-03-25 | |||||
タイトル | ||||||
タイトル | たし算・ひき算の理解に関する発達的研究 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | A Developmental Study on the Understanding of Addition and Subtraction Problems | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | たし算・ひき算問題 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 方略分析 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 十進法システム | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | addition and subtraction problems | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | strategies | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | the decimal number system | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.15069/00000689 | |||||
ID登録タイプ | JaLC | |||||
ページ属性 | ||||||
内容記述タイプ | Other | |||||
内容記述 | P(論文) | |||||
著者名(日) |
栗山, 和広
× 栗山, 和広 |
|||||
著者名よみ |
クリヤマ, カズヒロ
× クリヤマ, カズヒロ |
|||||
著者名(英) |
KURIYAMA, Kazuhiro
× KURIYAMA, Kazuhiro |
|||||
著者所属(日) | ||||||
九州保健福祉大学社会福祉学部こども保育福祉学科 | ||||||
著者所属(英) | ||||||
en | ||||||
Department of Child Welfare Services, School of Social Welfare, Kyushu University of Health and Welfare | ||||||
抄録(英) | ||||||
内容記述タイプ | Other | |||||
内容記述 | Children's understanding of addition and subtraction problems was developmentally investigated by analyzing strategies used in addition and subtraction problems. One hundred sixty-seven first graders, one hundred sixty-four second graders, and one hundred thirty-four third graders were given addition and subtraction problems. They were classified into three groups according to the strategy they used to solve the problems: a correct response group (over 80 % correct responses), an incorrect strategy group that applied an incorrect strategy to more than two problems, and a group of others that could not be properly classified to the incorrect group. The results were as follows. Among first-year students, the correct response group scored over 80 % for both addition and subtraction problems. In second and third-year students, the correct response group scored 60 % and the incorrect strategy group scored over 20% for subtraction problems. The low proportion of correct response group for subtraction among second and third-graders was due to use of incorrect strategies. These results are discussed in terms of the decimal number system and the structure of numbers. | |||||
雑誌書誌ID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA11490417 | |||||
書誌情報 |
九州保健福祉大学研究紀要 en : Journal of Kyushu University of Health and Welfare 巻 9, p. 9-15, 発行日 2008-03 |