@article{oai:phoenix.repo.nii.ac.jp:00000695,
 author = {栗山, 和広 and クリヤマ, カズヒロ and KURIYAMA, Kazuhiro},
 journal = {九州保健福祉大学研究紀要, Journal of Kyushu University of Health and Welfare},
 month = {Mar},
 note = {P(論文), 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.},
 pages = {9--15},
 title = {たし算・ひき算の理解に関する発達的研究},
 volume = {9},
 year = {2008},
 yomi = {クリヤマ, カズヒロ}
}