Departmental Bulletin Paper 小学校算数科の図形領域におけるICT活用の効果 ―子どもの言葉で授業を創ることを可能にする,自由度の高いICT教材の開発―
An effective use of ICT for learning figures in elementary math: Developing an ICT material that is flexible and enables teachers to create lessons grounded on children’s verbal expressions

鈴木, 詞雄  ,  SUZUKI, Norio

(67)  , pp.79 - 92 , 2016-03-31 , 創価大学教育学部・教職大学院
The researchers aim to help children not only acquire a solid understandingof basic mathematics, but also experience the joy of understanding and theenjoyment of solving mathematical questions, through problem-solving learningwhere children find problems by themselves, followed by solving them in acollaborative way for creating better solutions. To achieve those goals, math lessonsneed to be constructed by children’s verbal expressions and teachers always valuechildren’s awareness and ideas. Shimizu (2011),for instance, advocated“ a repetitionmethod with semantic labeling” (hereafter referred to as the Shimizu method),one of the methods developed by Shimizu. The researchers assumed that thedevelopment and implementation of an ICT material based on the Shimizu methodmay assist children deepening their understanding of figures in elementary math byaccelerating discussion activities, an ICT material that is flexible in a way that figureson an electronic whiteboard screen can be mobile according to children’s verbalexpressions. The researchers attempted to verify the efficacy of the ICT material intwo lessons in a 3rd grade math class in which the concept of triangles was taught.The verification produced the following results.・ When children classify figures, they tend to make use of thought experiments,considering which triangles can be categorized into the same group. Anelectronic whiteboard reproduced the contents of children’s thoughtexperiments, frequently providing them with feedbacks, which made the lessonone that valued children’s thought processes.・ The ICT material enabled figures on an electronic whiteboard screen to beexpanded, revolved, or arranged in two rows, which encouraged children’sclose observation. As a result, children deepened their understanding of triangles through 1)“ listening” other children’s verbal expressions promotedby the Shimizu method, 2)“ watching” the electronic whiteboard showing theICT material, and 3)“ thinking,” i.e. consideration, as well as connecting thesethree.・ Using the ICT material helped teachers present and move figuresinstantaneously on an electronic whiteboard screen and created more timefor them to take a look at children’s faces, which made the lesson one whereteachers can be more with children’s hearts. In addition, the pace of theirlessons became faster than before, which produced more time for discussion.

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