Abstract
There is the case that the argumet does not function well in talks activity truly even if their communication is active. I think that the appearance of the argument might be different depending on the development of the learner. The purpose of this study is that I identify a characteristic of the talks activity to come out of the development of the learner. Therefore, I worked with the following observation investigation. I divided it into groupuscule every university student, junior high student, primary schoolchild and showed some mathematical problems to include the same problem in each group and directed it to solve problem cooperetively. All groups are only children, and there is not the teacher. When they reached solution to understand together, I finished their talk activity of the group. After the problem solving, I let a self-commentary investigation while watching the thing that a video recorded the state of the solution of the problem in all groups. I analyzed those activity and considered it. Through those example observation and interpretatin, I was able to derive various approach of the agreement to reach from the following order characteristic. (1) Communicative comfort by having been the same idea and perfomance (2) Communicative adjustment by having been conscious of a difference (3) Uptake (awareness) of the difference and the unconsciousness of the difference (4) Consciousness of the difference (5) Acceptance of the intersection of ideas and non-acceptance of the difference (6) Acceptance of the difference However, these were derived by the observation of a certain group and may be peculiar to the group. There is generally the aspect that is hard to say that I expressed the general characteristic of the agreement process. I increase examples more and must push forward the inspection in future.
