@article{oai:kumadai.repo.nii.ac.jp:00031102,
 author = {干川, 隆 and Hoshikawa, Takashi},
 journal = {熊本大学教育実践研究},
 month = {Feb},
 note = {This study aimed to develop and standardize a Curriculum-Based Measurement (CBM) for mathematical learning in Japan. Hoshikawa (2018b) reported research results of mathematical CBM that comprised 520 elementary students from Grades 2-6, who were asked to perform calculation probes for three minutes for a total of 22 sessions, with 21 sessions for Grade 5. This study reanalyzes Hoshikawa's data from the perspective of difference in the growth of arithmetic level. The arithmetic level was divided into the following three groups according to the first session's  results  : the low group of subjects with less than the 25th percentile  rank  ; the high group with more than the 75th  percentile  ; and the middle group with a level between the two groups. The results showed that the scores of CBM significantly increased within a time series in all grades. The slope of the CBM scores of the high group subjects increased more in the time series as compared with those of the low group subjects. The groups of Grade 2, 4, and 5 students showed that there was a difference depending on how the subjects perceived the calculation. The results were discussed in terms of the importance of continuous monitoring of the rogress, the importance of early intervention, and how to use CBM.},
 pages = {25--34},
 title = {学習の進捗状況モニタリング尺度としての算数のカリキュラムに基づく尺度(CBM)の開発 : 能力別成長差の分析},
 volume = {36},
 year = {2019},
 yomi = {ホシカワ, タカシ}
}