@article{oai:nara-edu.repo.nii.ac.jp:00012496,
 author = {重松, 敬一 and 吉田, 明史 and 勝美, 芳雄 and 河口, 敬之},
 issue = {1},
 journal = {奈良教育大学紀要. 人文・社会科学},
 month = {Nov},
 note = {In this paper, the methods on how to improve the teaching and learning processes of elementary school mathematics is analyzed by using students' writings at the end of the class. This is because the improvement of teachers' teaching is often based on their experiences. Basically, students' writings are usually about their cognitive results, affective and metacognitive knowledges. Thus, teachers improve their teaching processes based on these students' writings. In the analysis of the lesson on 6th grade 'Volume', we pay attention to a sampling child A's writing. By using child A's writing found on a 6th grade lesson about 'Volume', the following arranged features were found out: Students 1. connect the present lesson to the previously learned content; 2. have questions about the lesson; 3. devise the method of problem solving; 4. pay attention to other students' ideas; 5. notice that a progressive idea exist; 6. become conscious of their own learning style. If these six features are correctly evaluated based on students' writings, teaching improvement will be greatly enhanced and will be made clear that this not merely an experience but also an objective clue. Lastly, it is possible to verify teaching improvement through the students common evaluation result. In conclusion it can be said that the processes of consideration of teaching methods is important for the improvement of teaching.},
 pages = {107--120},
 title = {算数作文による児童の学習評価と指導改善の実践的研究},
 volume = {58},
 year = {2009}
}