Collaboration Learning by e-Learning

Abstract

There are many elementary schools having only small classes in small villages in Japan. In the class where only 2 or 3 children are, various thoughts do not come out from children, and human relations are also fixed, therefore there is a problem that their learning does not deepen. In order to solve this, the student's number can be increased by connecting some classrooms with a network. While exchanging opinions and information by utilizing the character chat, the white board, and Web Cam of messenger, they can discover that there are various views which they do not notice in a small number of children, and can know each merit. I will give four next examples and suggest collaboration learning in a virtual classroom organized on a net and method of mathematical communication.

Example 1: the lesson of the integer that used my original $B!H(Bmultimedia animal calculator$B!I(B.

Example 2: the lesson that children consider the structure of Braille while they exchange with each other on a network the cads to which their name are written in Braille.

Example 3: the lesson that children write a book of arithmetic in collaboration with each other.

Example 4: the lesson that children collect arithmetical discoveries together in the virtual classroom on a network, and make an exhibition room.

The summary of Example 1 is described below.

I created the following $B!H(Bmultimedia animal calculator$B!I(B by myself. The design of the calculator is changed into what replaced the number keys from O to 9 by the keys (animal button) of different animal marks. If an animal button is pushed, the cry of the animal will carry out. If "+, -,$B!_(B, $B!`!$!a(B" are pushed, it will talk with "plus, minus, times, divided by , equal to" in a child's voice, and the formula of calculation will be expressed on a display with animal marks. Let$B!G(Bs think about a problem to infer a number of a key of each which is masked in a mark of an animal by repeating calculation of one column and one column with this calculator.

In the case of this problem, they will talk that it is necessary to pay attention to the character of the number of abbreviation or a multiple, comparison of a pattern of an expression of multiplication, the number of beams of a calculation result, etc. by chats in the virtual classroom organized on a net. They will consult also about solving four kinds of this problem by assigning. Furthermore, the following expansive lessons are also enabled. A certain child sticks on a white board the formulas used for his answer, and asks whether someone can explain instead of himself why he was able to solve. It is one of the effective methods of instruction of the mathematical communication for understanding the others' view to guess a partner's idea.