- Home
- Member
- masa4
- masa4's entries
- 24.05.2012

# 24.05.2012

- 214
- 11
- 1

Yesterday, I replied a mail from my friend who is working at the school in Papua New Guinea as a mathematics teacher. He was trying to continue "100math" lesson and was achieving some positive results. However, recently he has felt the limit to continue it. He mailed that some students began to get tired of it, and some began to try to solve daily 100 calculations in no effective way to learn to solve. Also, he seemed to feel the limit in the material, paper and PC for making data.

I read his mail and think about the difference from our way of managing "100math." After that, I wrote our ideas and sent mail. I hope my answer will be help for him. I'd like to write some of the examples of my replying. I wrote that we should change the order of all calculations that we let students solve. I also write that the duration of lesson should be 5 minutes to let all students keep their concentration. Moreover, I advised that we can give up that we teach how to make data with PC to teachers, preparing for after he go back to Japan. I think, we can show enough data to prove the effect of "100math" while we are staying in each country.

I'm looking forward to reading his answer.

I read his mail and think about the difference from our way of managing "100math." After that, I wrote our ideas and sent mail. I hope my answer will be help for him. I'd like to write some of the examples of my replying. I wrote that we should change the order of all calculations that we let students solve. I also write that the duration of lesson should be 5 minutes to let all students keep their concentration. Moreover, I advised that we can give up that we teach how to make data with PC to teachers, preparing for after he go back to Japan. I think, we can show enough data to prove the effect of "100math" while we are staying in each country.

I'm looking forward to reading his answer.

Yesterday, I replied to a mail from my friend who is working at the a school in Papua New Guinea as a mathematics teacher.

He was trying to continue the "100math" lessons and was achieving some positive results.

He mailed mentioned/said that some students began to get tired of it, and some began to try to solve the daily 100 calculations in no effective way to learn how to solve.

"to mail"動詞はメールを送る動作ですね。例として"He mailed me... some books"とかになります。

Also, he seemed to feel the limit in the material, paper and PC for making data.

すみません、言ってる事がよくわかりません。

"Also, he seems to be running out of materials such as paper and PCs to make the data set"かな？

I read his mail letter and think thought about the differences from between our ways of managing "100math." After that, I wrote up our ideas and sent the mail response.

I hope my answers will be of help for him.

"to be of help" or "to be helpful"

I'd like to write some of the examples of my replying.

I wrote that we should change the order of all calculations the problems that we let make the students solve.

I also write wrote that the duration of each lesson should be at most 5 minutes to let all students keep the students' their concentration.

５分きっかりと書くより、場合によっては短くなる"at most"などを入れるほうがいいのでは？

Moreover, I advised that we can give up that we teach how to make data with PC to teachers, preparing for after he go back to Japan.

すみません、言ってる事がよくわかりません。

個人的になるかもしれませんが、生徒さんに問題をあげるとき、letだとやらなくてもいいニュアンスがありますね。ここは教育者としてはmakeで強制的にやらせたほうがいいのでは？

加えて、計算の順序を変えたほうが良いとの提案上、letだとこの順序も勝手に変えてもいいように感じてしまいます。

それらの物資でのデータ収集で得られるデータの限界ですか？

Also, he seems to have have started feeling that there is a limit to what can be captured using paper (surveys/responses) and computers.

それとも長い間使っていて古くなってきたので限界を感じているのですか？

Also, he seems to have started feeling that there is a limit to data collection because of the old paper (surveys/responses) and aging computers.

パソコンの限界は、Microsoft Excelをつかって成績処理や成果を示すデータ作成をする必要があるのですが、現地の先生はパソコンを使いこなせないので、その友人がパソコンを使った作業をひとりでせざるを得ず、たとえ彼が先生たちに教えても使いこなせるようになるのは相当困難だと思われる状況のことです。

書きたかったことは、彼がパプアニューギニアにいる間にデータを示せば１００マス計算の効果は十分わかってもらえるから、彼が帰った後にパソコンを使える人がいなくても大きな問題にはならないので、「パソコンの使い方を先生たちに教えるのはあきらめてもいい。彼が帰国する前にデータを示せばそれで十分成果を理解できるからとアドバイスした」ということです。

本当にめちゃくちゃな文ですね。なぜbeforeじゃなくafterと書いたのか、理解できません。preparingもよくわかりませんね。たぶん"preparing for enough data that shows the effect of 100math before he go back to Japan"と書こうとしたのだと思います。

I advised him that it is not as important for the locals to learn how to use the computer. I told him that as long as enough data is collected that shows the effect of the project before he leaves for Japan should be enough.

僕はアメリカで生まれ育ったので時々日本語がおかしくなります。フランス語もまだまだビギナーです。がんばらなくては。

Anyway, thank you for your helpful advice. I'm looking forward to seeing you on Lang-8. 僕はフランス語学習をサポートできないので申し訳ないのですが、これからもともに頑張りたいですね。