The Experience of Learning Support for School Children Affect on Understanding of Children’s Mathematical Difficulties

The present study was designed to examine the effects of experience of learning support for school children on understanding of children’s mathematical difficulties. Elementary school teacher education course students participated in this study. They were divided into a group with the experience of the cognitive counseling (EX-group) and the group without the experience (N-EX-group). Examples of the erroneous answer for the arithmetic problem were presented to participants and they were requested to answer reason of error and a method of the learning support as much as possible. The result showed that EX-group was able to answer many reasons and support methods more than N-EX-group. These results were discussed in terms of ability formation of the learning support

Learning support for aiming acquirement of appropriate learning strategy : Utilizing external resources

Recently, the educational approach called “cognitive counselling” has been proposed as the effective teaching method which let schoolchildren become independent at every occasion of learning. This study is a case report of the cognitive counselling for a boy of fifth grader who has difficulties in understanding of the arithmetic. Our assessment revealed that he may settle for answering questions simply without careful thinking or may operate them only in his mind or may not be able to use appropriate learning strategy. Therefore these factors could make him experience difficulties in arithmetic. So we aimed at making use of lesson induction and helping him acquire appropriate learning strategy by suggesting the learning strategy that utilized external resources. A concrete advice to him was to use the label for questions in calculation and chart for those in sentence as more appropriate strategy. As a result of these supports, a part of his inadequate knowledge has changed to apply the external resources for his own learning making use of lesson induction. It was suggested that he adopted the learning strategy which use external labels/charts effectively

Study support for an elementary school child with learning difficulties

This paper is a case report for a child with Learning Disabilities by cognitive counseling. The first author instructed elementary school children of fourth grade. He calculated with finger counting. We conducted cognitive counseling (Ichikawa, 1993) sessions weekly for him. There were 13 sessions for 4 month. These sessions include the training of calculation without finger counting. He calculated many times. As a result of this counseling session, he can calculate quickly without finger counting

Study support to encourage the concept acquisition of fraction and decimal by hypothetical instruction and lesson induction

Cognitive counseling is one of a method to improve the cognitive problem. This study is a case report for a 5th grade student who has difficulty with fraction and decimal. To solve his problem, we supported his learning by hypothetical instruction and lesson induction which was cognitive counseling methods. As a result, hypothetical instruction helped concept acquisition about fraction, and lesson induction promoted to reflect his calculation of decimal. Finally, he could assessment himself about his answer and explanation in the case, but could not reflect the assessment on the final exam. In the future, we should support his assessment between some mathematical problems and generalize the methods

Learning Support for School Children with Math Diffi culties: How to improve the ability to solve math word problems and self-efficacy

This case study focused on the acquisition of an appropriate problem-solving strategy. Learning support based on cognitive counseling was carried out with a sixth grade elementary school child who had difficulty solving math word problems. As a result of the cognitive counseling sessions, he can now constitute a mental model from sentences using diagrams. His self-efficacy for mathematics was also enhanced

The Status Quo for Learning Support in the Niko Niko Hiroshima Room: Current Issues of Cognitive Counseling

This paper describe the status quo in learning support in cognitive counseling at the Niko Niko Hiroshima Room. Among the Niko Niko Hiroshima Room’s clients, many children with intellectual and/or developmental disabilities need individual learning support. Moreover, the guardians of those children also suffer for results of their children and otherwise and need informational and emotional support. Although many case reports in cognitive counseling have been presented and published, new educational strategies should be devised for children with intellectual and/or developmental disabilities. And learning support through cognitive counseling must support be given both school children as well as their guardians

A cognitive counseling for a student with weakness in mathematics: Utilizing external resources.

This study is a case report of the cognitive counseling for a student who has difficulty with calculation and solving word problems. The boy was a six year student. It was difficult for him to calculation and solve word problems. He didn’t know how to calculate and solve word problems. Therefore he tried to calculate and solve ward problem by only his head so he often made careless mistakes. It seemed that he has poor working memory. To support his troubles, we used diagrams as an external resource for his thinking about meaning of the problems. In addition, we used the card that showed points to be paid attention to in the process of solving the problems. Our supports improved his performances of calculation and solving word problems, and he came to draw diagrams by himself when he solves word problems

Modality Effects on Sentence Memory and Understanding

In this study, poems were presented in one of three modalities: auditory, visual, or audiovisual. Modality differences in recall performance were observed only in a word memory test, revealing that visual and audiovisual presentation exhibited superiority over auditory presentation. The modality effect was not observed in the serial recall test, or the meaning understanding test. These results are discussed in terms of sentence memory and understanding

Orthodontic management of a patient who underwent anti-cancer therapy for acute myelogenous leukemia : A case report

Survivors of childhood cancer are at risk for disturbance of craniofacial growth and dental development as a result of the side-effects of their therapeutic protocols. For this reason, special considerations are required when oral management is planned for these children. We herein report the successful 2-stage orthodontic treatment of a girl who was diagnosed with acute myelogenous leukemia（AML） and who underwent multiple therapeutic protocols, including total body irradiation（TBI）, bone marrow transplantation（BMT）, and chemotherapy during adolescence. She showed skeletal Class III malocclusion with a low mandibular plane angle, anterior crossbite, crowding, and severely disturbed dental development, including tooth agenesis, and arrested root development, and enamel hypoplasia at 12 years of age, when she first visited our clinic. Growth modification in adolescence period with functional appliances followed by treatment with a fixed appliance was performed to correct her malocclusion. The aim of this case report is to show the long-term outcome of orthodontic treatment in a patient who underwent multiple anticancer therapies that influenced craniofacial growth and dental development.症例報