For children to increase their autonomy as well as to promote the construction of such a system towards the children’s autonomous learning, we intended to clarify how they can develop their autonomy by focusing on the stage of the goal of the learning cycle of RPDCA. In particular, this study tried to examine the four levels of the children’s goal setting which was set in our previous study.
As a result of analysis, we found it difficult to objectively judge between the levels P2 and P3. Therefore, we set the level 2.5 as an intermediate level between P2 and P3, which permitted us to examine the qualitative differences in the children’s own learning and to clarify their development of goal setting activities. Also, it leads to the new hypothesis for developing the levels of goal setting activities. As another results, we found that there is an interrelation between the levels of goal setting and the achievement tests of their learning, and conversely that there are not any large differences between the achievements of mid-layer and low-layer children. Thus, it is possible for children to develop their achievements if they learn elementary mathematics based on the RPDCA cycle, especially with their proactive attitudes for the goal setting.
As our future tasks, we will examine whether the stage of“plan” (the goal setting) is interrelated with the other stages of the RPDCA cycle and how these are actually related with each other.
