数学学習におけるノート記述とメタ認知 : 記号論的連鎖とメタ表記の観点からの考察

• 二宮 裕之

  愛媛大学教育学部

書誌事項

タイトル別名

• Note-Taking and Metacognition in Learning Mathematics : An Analysis in Terms of Semiotic Chaining and Meta-Representation

抄録

In this paper, the theoretical frameworks of semiotic chaining and meta-representation are examined. Taking account of a Peircean model with three components, a representation of nested chaining, which consists of object, representamen, and interpretant, is identified. From Hirabayashi's (1987) implication, it is found that meta-representation can be either a method of learning mathematics or an explanation of the content of mathematics. Referring to the triadic model of chaining, both object and representamen are object-representation in Hirabayachi's terms, whereas the interpretant is a meta-representation. In this paper, a framework of reflexive writing is examined in terms of these constructs, and an example is analyzed using the nested (triadic) model of chaining. From this model, three types of note-taking are identified, and the importance of expressing an interpretant is emphasized.

収録刊行物

• 数学教育学研究 : 全国数学教育学会誌

  数学教育学研究 : 全国数学教育学会誌 11 (0), 67-75, 2005

  全国数学教育学会

キーワード

• 記号論的連鎖
• ３項モデル
• ノート記述
• メタ表記

詳細情報

• CRID: 1390564238068286976
• NII論文ID: 110009498531
• DOI: 10.24529/jasme.11.0_67
• ISSN: 24333034
• ISSN: 13412620
• 本文言語コード: ja
• データソース種別:
  • JaLC
  • CiNii Articles
  • KAKEN
• 抄録ライセンスフラグ: 使用不可