Yutaka Ohara

The purposes of this paper are twofold: (1) to point out the Japanese comparative advantage and disadvantage that resources of using electronic whiteboard in classroom,(2) to investigate the effective factors to improve the pre-service teacher's intention for using electronic whiteboard. For these purposes, a questionnaire survey was conducted on 130 preservice primary teachers(undergraduate students). Referring to result of this preliminary survey, we constituted the teaching plan which tries to encourage their intention, and carried out the experimental teaching for the 50 examinee. The results indicated two main points:(a) By diffusion of the electronic whiteboard in classroom, although in-service teachers can gain IT media training on their job, pre-service teachers have little occasion to care for it.(b) Effective factors to improve pre-service teacher's intention are realization of lesson diversification and understanding of their effects via electronic whiteboard.

The purpose of this study is to identify the multiplier effect in elementary school students from 4th to 6th grades who had already learned multiplication, and to investigate how to overcome it. For this purpose, we set the two viewpoints of i) the consciousness about the size relation of multiplier, multiplier, and product, and ii) the relation with results of ×0 and ×1, and a questionnaire investigation for students is carried out in order to inquire the feature and tendency of their understanding. According to the questionnaire for 638 students in four elementary schools, it checked that multiplier effect was especially seen in the 4th and 5th grade students. Moreover, in order to explore the cause, the consciousness of students who show the multiplier effect was followed up by using the selection problem and case method. These results showed that (1) the students who show multiplier effect especially tends to take notice of the size relation between multiplier and multiplier. (2) leanings of ×0 and ×1 could not prevent the belief "becoming large whenever it multiply", and these suggested that the consistent consideration of supports in teaching of integer, rational numbers, proportion and ratio was required.