@article{oai:mukogawa.repo.nii.ac.jp:00000110,
 author = {小野, 賢太郎 and ONO, Kentaro and 平井, 尊士 and HIRAI, Tskashi},
 journal = {武庫川女子大学紀要. 人文・社会科学編},
 month = {Mar},
 note = {From 2003， we have continuously researched（1） whether use of ICT contributes to measures for making “classes that are comprehensible” and（2） whether it works as a measure for resolving the emerging social problem of“ indifference to science and mathematics，” within public elementary and middle school curriculum education classes. Specifically， we have proceeded with empirical research by systematically participating in the science curricula at elementary schools in Kobe City since 2003， and have been investigating methods of using ICT within elementary school mathematics curricula since 2006. At present， regarding our efforts at the elementary schools， we have determined through awareness surveys of students conducted after classes that（1） they are effective in raising“ levels of interest，” and“ levels of understanding of the class as a whole（students feel they understood）”（2） visual materials make classes effective， however（3） it is necessary be selective about teaching units in which ICT is used. We have already reported these results at research conferences. This time， our goal was the popularization of effective ICT use within mathematics curricula —a subject which most elementary school instructors teach. To this end， we first conducted an awareness survey of the instructors at T Elementary School in Kobe City with regards to their efforts in the mathematics curriculum， and studied the results. Based on this， we developed digital materials（animations） conforming to the mathematics curriculum textbook， and implemented classes actually using ICT in classes dealing with“ volume，” which is one of the 6th grade teaching units in the mathematics curriculum. We felt that the traditional methods would not work well with below-average students， so in addition to the common， general classes normally conducted in the classroom using a computer， projector， and digital content， we loaded portable terminals（PDAs） with the digital materials created for use in the general class and distributed them to all the students. In this way， we devised to meet individual needs within the general class base. After these classes， we conducted awareness surveys of the students， and through the overall results considered compatibility with individual education and expanding techniques used in class. In this paper， we shall report on the results of ICT usage， and problems with using ICT in class.},
 pages = {31--42},
 title = {教科算数において個に応じた学習を支援するICTの活用と指導方法の一考察 : 神戸市立小学校第6学年「体積」の実践授業を通して},
 volume = {56},
 year = {2009},
 yomi = {オノ, ケンタロウ and ヒライ, タカシ}
}