@article{oai:nara-edu.repo.nii.ac.jp:00013273,
 author = {小柳, 和喜雄},
 issue = {5},
 journal = {次世代教員養成センター研究紀要},
 month = {Mar},
 note = {In this research, mathematics of elementary school is regarded as research field. In that field, we have tried to promote adaptive learning and carried out the operation evaluation of individualized optimization learning support system over 2 years. The first operation evaluation examined how the system was used in class. The second investigation examined what was going to be a problem in the school when that system was used.
As a result, teachers sometimes 1) positioned adaptive learning within class hours. 2) There were cases where it was positioned in the morning learning time. 3) There were cases where it was positioned as home learning. And 4) there were cases where adaptive learning was linked to collaborative learning and placed in the class. In this way, teachers, while judging from the situation of the class, set adaptive learning to classes in various ways. In addition, it became clear that there were problems in operation, such as confrontation with conventional test view, study of assessment literacy by faculty, association with curriculum evaluation, etc.},
 pages = {101--110},
 title = {個別最適化学習システムを用いた取組の評価に関する萌芽的研究},
 year = {2019}
}