Learning activities begin from asking a question. By occurring the chain of the questions one after another in child's arithmetic learning, investigate activities such as consciousness, clarification, comprehension, internal assimilation, introspection, are done continuously. The purpose of this paper is to verify two points through turning around long-term arithmetic class practices from reflective viewpoint. First point is to clear the characteristics of arithmetic class practices which made child's question axios. Second point is to clear the subjects which it must get over. Arithmetic classes which made child's question axios is composed of the repetition of four learning activities, "(1) occurrence of child's question, (2) sharing as comon question, (3) search and apprication for the question, (4) occurrence of new question". Through analyzing Murakushi elementary school's long-term practice in hamamatsu, five characteristics become clear about arithmetic class which made child's question axios. a. Setup of the situation to raise child's questions by seeing through the whole of the unit. b. Teacher's attitude to clarify child's unsophisticated questions through adapting stage of development such as lower grades, middle grade and the upper grades. c. Indicating arrival target clearly of the lower grades, the middle grade and every upper grades about the standard of learning plan and self-evaluation in making child's question axios. d. Evocation of learning will by accepting the value of child's question into the unit. e. Learning activities which suggest introspection by comparing and contrasting questions at stage of introduction and end in unit. On the other hand, the subject which it must get over is as follows. ・Investigation about the learning curriculum for making use of child's arithmetic question effectively. ・Concrete investigation to identify arithmetical essence through the unit. ・Teacher's technical ability formation in teaching and learning which made child's question axios. ・Investigation how to cope with the child who is interested mainly in the way of making a question. We would like to disscuss and think about what kind of power do we raise, what do you aim at, and put value on what, in arithmetic learning in relation to these subjects.
