メタ認知は教授-学習の成因か成果か : 数学教育におけるメタ認知概念の拡張に関する考察 Is Metacognition a Cause or Outcome in the Mathematical Teaching-Learning Process? : On the Expanded Concept of Metacognition in Mathematics Education

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Since 1980, much attention has been paid to the roles of metacognition in mathematical problem solving. In spite of much research about metacognition, its conception and roles are still fuzzy and ambiguous. There are two main questions about the study of metacognition in the area of mathematics education. (1) Metacognition is regarded as the "driving force" in the pre-stage of problem solving. On the other hand, in research done so far, there is no mention of metacognitive functions in the intellectual development activities in the post-stage of problem solving. What are those functions? (2) Metacognition is a cause in the mathematical teaching-learning process at one time and an outcome on other occasions. Why does this happen? Is metacognition a cause or outcome in the teaching-learning process? In this paper, we first reconsides the origin of metacognition and seek its theoretical foundations in Flavell's and Brown's work. In sections three and four, we discuss the features and role of metacognition in both mathematical problem solving and understanding. In section five, we will clarify issues regarding the development of metacognitive ability as an educational aim, and then try to extend the conception of metacognition by combining Skemp's director system will previous conceptions of metacognition. In addition, we will present a new framework of metacognition in order to solve the above two questions.

収録刊行物

  • 科学教育研究

    科学教育研究 22(4), 178-190, 1998

    一般社団法人 日本科学教育学会

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  • NII論文ID(NAID)
    110002704787
  • NII書誌ID(NCID)
    AN00036978
  • 本文言語コード
    JPN
  • 資料種別
    ART
  • ISSN
    03864553
  • NDL 記事登録ID
    4630925
  • NDL 雑誌分類
    ZF9(教育--各科教育)
  • NDL 請求記号
    Z7-1020
  • データ提供元
    CJP書誌  CJP引用  NDL  NII-ELS  J-STAGE 
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