| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2012: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2011: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2009: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2008: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Research Abstract |
Long-term teaching mathematics lessons with scaffolding gave a good effect on elementary school children's way of learning and increased their score of mathematics achievement test. Teaching of communication in the mathematics lesson, using a scenario and a protocol of mathematics lessons, is also useful for them to learn mathematics cooperatively on their own initiative. We found that mathematics lessons with cooperative learning through talking with classmates promoted their acquisition of new knowledge as well as cooperativeness. Therefore, cooperative learning should be included in the mathematics lesson for them to have several plans or to solve a problem through mathematical communication.
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