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算数につまずきのある児童への算数のカリキュラムに基づく尺度を用いた事例研究
http://hdl.handle.net/2298/0002000862
http://hdl.handle.net/2298/00020008620d0541c3-46e2-4122-8b87-e751e4f931eb
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKJ0042_117-125.pdf (1.1 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-03-06 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 算数につまずきのある児童への算数のカリキュラムに基づく尺度を用いた事例研究 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | サンスウ ニ ツマズキ ノ アル ジドウ エノ サンスウ ノ カリキュラム ニ モトヅク シャクド オ モチイタ ジレイ ケンキュウ | |||||||||||
| 言語 | ja-Kana | |||||||||||
| タイトル | ||||||||||||
| タイトル | Case studies using mathematical curriculum-based measurement for students with learning difficulties | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 主題 | Curriculum-based measurement, progress monitoring, mathematics, learning difficulties | |||||||||||
| 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 | |||||||||||
| 著者 |
干川, 隆
× 干川, 隆
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| 内容記述 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | This study aimed to examine the role of a mathematical curriculum-based measurement (M-CBM) in individualized interventions for mathematics learning for two students with learning difficulties. The two students had known or suspected learning disabilities. They received weekly individual intervention for 2 years, in the fifth and sixth grades, and M-CBM was applied to monitor their progress. After the individual interventions, both students showed improved correct response rates in mathematics (especially in calculation) and increased speed. Their M-CBM scores increased from one or two standard deviations below the mean to within the mean range. These results suggest that M-CBM can be effectively used to monitor progress and examine the appropriateness of intervention methods. Notably, M-CBM computes not only response accuracy but also calculation fluency, which is a major factor in addressing difficulties in mathematics learning. | |||||||||||
| bibliographic_information |
ja : 熊本大学教育実践研究 en : Bulletin of Center for Educational Research and School Development Faculty of Education Kumamoto University 巻 42, p. 117-125, 発行年 2025-02 |
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| NCID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA11700236 | |||||||||||
| 出版タイプ | ||||||||||||
| 出版タイプ | VoR | |||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||
| 日本十進分類法 | ||||||||||||
| 主題Scheme | NDC | |||||||||||
| 主題 | 375.41 | |||||||||||
| 出版者 | ||||||||||||
| 出版者 | 熊本大学教育学部附属教育実践総合センター | |||||||||||
| 言語 | ja | |||||||||||
