Kumamoto University Repository
Not a member yet
18504 research outputs found
Sort by
Refining number plays to address math difficulties in early childhood education
Full text linkThis study aimed to refine number play activities based on the results of their implementation. To address difficulties in elementary school mathematics, familiarization with numbers through play is crucial in kindergarten. Hoshikawa (2024) proposed number play consisting of the Perfect Match Game, Let’s Find the Lost Numbers, and Card Battle. The study recruited 39 six-year-old children, who were divided into 10 groups of four based on their results in the Test of Early Numeracy Curriculum-Based Measurement. Each group was assigned a leader. The number plays were implemented six times. The results of the intervention were collected via questionnaires completed by the 10 group leaders, which assessed leaders’ evaluations and corresponding rationales. The leaders reported that number play stimulated the children’s interest in numbers, citing evidence such as their active participation in the activities, observable enjoyment, and increased engagement with numbers. Conversely, many leaders noted that one of the Perfect Match Games, which was modeled on the same principle as the card game Concentration, was extremely difficult for the targeted six-year-olds. Consequently, this game was excluded. Thus, the study proposed a revised set of number play, incorporating new foundational games that involve comparing the magnitude of numbers and matching numbers with pictures.departmental bulletin pape
A study of the rhythms and the polyphonic effects in ≪Etude No.1, Op.7-1≫ by I. Stravinsky
Full text linkThe music of I. Stravinsky is often discussed with the metric manipulation and the rhythmic complexity. His compositional writing shows in fact great interests in creating rich and unique textures with rhythms. This research focuses on Stravinsky’s early piano composition ≪4 Etudes, Op.7≫, especially on the first etude, in which the most intricate polyrhythmic writing is applied. All four etudes are not often performed in concerts; however, their experiments in organizing layers of musical time and manipulation of metric perception show the roots of Stravinsky’s future development. This short paper investigates the early stage of Stravinsky’s musical thinking through the analysis on the rhythmic structure and its contrapuntal effects in the first piano etude.departmental bulletin pape
Effects of “Table tennis class, a Kumamoto university extension course” on the physical, mental, and social health of the middle-aged and elderly participants
Full text linkPhysical training, such as walking, running, and/or muscular training, are well-known to be important to keep or increase our health. This study investigated the effects of Table tennis class on the physical, mental, and social health of the middle-aged and elderly participants. The class was set 90 min table tennis activity, once a week for 12-week, containing with the physical-muscular training, and 11 middle-aged and elderly (7 male and 4 female) participated. No clear effects on the physical health were observed, but the class improved the mental and social health of the participants.departmental bulletin pape
Will TSMC and semiconductor industry save Kumamoto and Japan?
Full text linkdepartmental bulletin pape
Research on mathematics classes that utilize students' utterances
Full text linkIn order to achieve proactive, interactive, and deep learning in mathematics classes, this research focuses on "utterances" that express students' thoughts and feelings, aiming to elicit these "utterances" and utilize them to enhance mathematics learning. In this context, a "utterance" is broadly defined as a "remark comment or utterance made by students during class that is related to the lesson content, including responses to questions asked by the teacher."
To draw out students' "utterances" and integrate them into classroom learning, it is necessary to create an environment where "utterances" are encouraged, tasks are assigned that are likely to stimulate "utterances," teachers' mindsets are prepared to handle them, and strategies are developed for responding to "utterances."
By implementing these four methods, we observed an increase in students' "utterances" during class which provided more opportunities for independent thinking. Notably, by asking open-ended questions, "utterances" of awareness and thought were elicited. Additionally, when the teacher responded by repeating the students' words, the students' awareness was shared and spread among their peers, guiding the class toward solutions.departmental bulletin pape