This paper presents an implementation of a handwriting interface for inputting and editing mathematical expressions. This interface is a user interface to an ITS (Intelligent Tutoring System) for guiding algebraic calculation. Pen-based handwriting input enables a student to enter mathematical expressions using a pen directly on an LCD pen tablet. Expression editing allows a student to perform error correction actively using ordinary editing operations (e.g., select, overwrite, erase, move and paste). Expression editing includes symbol editing and subexpression editing, which are used to correct symbol recognition errors and calculation mistakes respectively. Gestures and editing function buttons provide a variety of ways for expression editing. A student can execute corresponding editing operations directly by a pen instead of keyboard or mouse. Therefore, a natural and convenient handwriting mathematical expression input/edit environment can be expected.

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In this study, it was examined whether the Internet in schools enhanced children's ability of practical use of information by comparing three schools in which the Internet was often used in classes with two schools in which it was not used. A quasi-experiment of secondary school students was conducted, and their ability of practical use of information was assessed twice before the Internet was often used and assessed once after then. Changes in the ability were analyzed with removing the influence of time. Results showed that the ability and its four components, that is, the abilities of collection, judgment, processing, and communication were more greatly improved for the students of schools in which the Internet was used.

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The new national curriculum emphasizes the importance of communication competence. However, theoretical frameworks or educational methods have not been discussed sufficiently. The authors aimed to develop a speech communication curriculum by integrating theories and practice. The curriculum was implemented with university students between 1997 and 1999, and the results suggest the following : (1) the curriculum was effective in fostering logical thinking ability and persuasion strategy (choosing between linear logic and configural logic by analyzing the rhetorical situation and the audience, (2) the curriculum was effective in fostering self-evaluation ability (categorizing the elements in a speech using a logic system, and judging the strengths and weaknesses of the argument), and (3) the experience of self-evaluation had a more significant effect on the students' improvement in logical thinking ability than did teacher-evaluation.

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In order to improve lessons, it is useful to analyze students' time series consciousness data. This paper presents a time series evaluation method by constructing semantic structure graphs in a series of lessons. Also, this paper discusses its effectiveness based on a Basketball unit in a junior high physical education class. As a result, we can reach the target the target as the kernel of lesson evaluation, and can comprehend the change in the consciousness structure of the students.

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In this paper, we describe the development of a Web bulletin board system and its implementation and evaluation in school mathematics classes. In our dynamic studies of Web-collaborative learning during the past few years, we have found that problems with such computerized systems lie in their inability to show how notes relate to each other through links. To solve this problem, we developed a Web bulletin board system enhanced by a knowledge map. The system is called NakSun. Using NakSun, learners can determine the coordinates, or location, of a node that has been entered. They also can link notes together in the windows. Moreover, they can enlarge any area they select on the screen, and they can reflect on the discussion's progress using the playback function. NakSun was implemented in mathematics classes in a few junior high schools in Japan three times to the same students. As a consequence, students gradually became oriented to the notes, which motivated them to master their assignments. They began to discuss and solve their mathematics problems eagerly and actively once they had become comfortable with the knowledge map and had grasped the meaning of linking notes. That is, although the knowledge map is comparatively effective in collaborative learning, our results indicated that it is essential that students obtain sufficient experience in using the system. Furthermore, our results of great interest made it clear that displaying all notes in sequential order is also essential for learners to take a glance at the many ideas and views.

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