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  ,  Norio, SUZUKI

(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 understanding\nof basic mathematics, but also experience the joy of understanding and the\nenjoyment of solving mathematical questions, through problem-solving learning\nwhere children find problems by themselves, followed by solving them in a\ncollaborative way for creating better solutions. To achieve those goals, math lessons\nneed to be constructed by children’s verbal expressions and teachers always value\nchildren’s awareness and ideas. Shimizu (2011),for instance, advocated“ a repetition\nmethod with semantic labeling” (hereafter referred to as the Shimizu method),\none of the methods developed by Shimizu. The researchers assumed that the\ndevelopment and implementation of an ICT material based on the Shimizu method\nmay assist children deepening their understanding of figures in elementary math by\naccelerating discussion activities, an ICT material that is flexible in a way that figures\non an electronic whiteboard screen can be mobile according to children’s verbal\nexpressions. The researchers attempted to verify the efficacy of the ICT material in\ntwo lessons in a 3rd grade math class in which the concept of triangles was taught.\nThe verification produced the following results.\n・ When children classify figures, they tend to make use of thought experiments,\nconsidering which triangles can be categorized into the same group. An\nelectronic whiteboard reproduced the contents of children’s thought\nexperiments, frequently providing them with feedbacks, which made the lesson\none that valued children’s thought processes.\n・ The ICT material enabled figures on an electronic whiteboard screen to be\nexpanded, revolved, or arranged in two rows, which encouraged children’s\nclose observation. As a result, children deepened their understanding of triangles through 1)“ listening” other children’s verbal expressions promoted\nby the Shimizu method, 2)“ watching” the electronic whiteboard showing the\nICT material, and 3)“ thinking,” i.e. consideration, as well as connecting these\nthree.\n・ Using the ICT material helped teachers present and move figures\ninstantaneously on an electronic whiteboard screen and created more time\nfor them to take a look at children’s faces, which made the lesson one where\nteachers can be more with children’s hearts. In addition, the pace of their\nlessons became faster than before, which produced more time for discussion.

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