構造的思考活性化支援システムの開発とその実践

抄録

The support system for activating structural thinking by utilizing computers is proposed in this paper. This system makes it possible to judge the level of students' structural comprehension of their lessons. Computers provide feedback to students, depending on the students' levels of comprehension. This feedback is broken down into 13 categories. In general, the fewer the number of attempts, the less precise the information provided for students becomes. By increasing the number of attempts, students can receive more detailed feedback. The students were instructed to use this system in their mathematics classes. The students' performance and the effectiveness of the system were studied. Fifty students in the third year of the junior high school participated in the study. The results of the study show that the mean values of the transfer coefficient increased exponentially in proportion to the number of inputs. This is because the feedback provided by the computers to the students was appropriate. This shows that the developed system was effective. Furthermore, with cluster analysis, two different patterns were seen in the increases in the mean values of the transfer coefficients in proportion to the number of inputs. One of the patterns represents the exponential increase while the other illustrates the logarithmic increase.