2025 Volume 49 Issue 1 Pages 123-132
Previous research suggests that preparation before class can deepen students' understanding of the lesson. However, simply requiring students to prepare may not lead to high-quality preparation for all learners. Therefore, this study implemented a program designed to promote high-quality preparation that leads to better understanding of mathematics lessons among sixth-grade elementary school students and verified its effectiveness. The results showed an increase in preparation frequency in the delayed questionnaire administered two months after the program compared to that before the course. Furthermore, in the preparation task where students were asked to study the untaught parts of the textbook, there was an increase in descriptions of what they paid attention to during preparation and expressions of questions, confirming the effectiveness of the program in terms of the quality of preparation.
