ティームティーチングが児童の算数理解に及ぼす効果

概要

論文の詳細を見る
The purpose of this study was to investigate the effect of team teaching on children's mathematical understanding. Team teaching was introduced to four classes of an elementary school. Two were third grade and two were fourth grade. Children of these classes had experienced arithmetic lessons with two teachers for one year. Every lesson was characterized by two features; short exercise of calculation and immediate feedback of the result, and individual instruction by two teachers. Pretest was administered at the beginning of that team teaching activity, and posttest was done at the end of it, in order to examine the effect of team teaching. The results were as follows. 1) Children who had experienced team teaching got higher scores on many problems of the posttest, than those who had not. This tendency was marked in the case of difficult computation problems and word problems. 2) Children's understanding of multiplication, division, and fraction progressed between the pretest and the posttest. Implications for arithmetic teaching were discussed.
日本教育方法学会の論文
1996-03-31