授業における話し合い場面の記憶--参加スタイルと記憶 [in Japanese] The Memory of Classroom Discourse in Mathematical Lessons : Relations between Participant Styles and Memory [in Japanese]
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The purpose of this study is to investigate how children's participant styles in the classroom discourse affect their memory of lessons. Four mathematical lessons in the second grade were observed and the children were asked to recall the utterances and speaker's name after each lesson. There are three main findings as follows: The first one is that the structures of the lessons have effects on the memory representation. The children recalled the same important part at the well-organized lessons. The second one is that the relation between frequency of utterances and the way of the recall is not linear. The typical four styles are identified. The third one is there are salient differences of ratings of important utterances between the teacher and researchers.
- Bulletin of the Graduate School of Education, the University of Tokyo
Bulletin of the Graduate School of Education, the University of Tokyo 42, 257-273, 2002
The University of Tokyo