数学的問題解決における自己参照的活動に関する研究(IX) : 「じゃんけん問題」解決終了後のふり返り活動による解法の進展について

• 山田 篤史

  愛知教育大学

• 清水 紀宏

  福岡教育大学

書誌事項

タイトル別名

• Study on Self-Referential Activity in Mathematical Problem Solving (IX) : The Development of Solution through Some Looking-back Activities after Solving "Paper-Rock-Scissors Problem"

抄録

The purpose of a series of our studies is to investigate the role of "self-referential activity" in mathematical problem solving. The term "self-referential activity" means solver's activities that she/he refers to her/his own solving processes or products during or after problem solving. For example, in study (I), we proposed the theoretical framework for analyzing self-referential activity. And, in study (II) and (Ill), we elaborated the variable "OG/NOG" and "M-SE/SE-C" respectively. In studies (VII), we theoretically examined the role of "looking-back" activity in the phase after problem solving, and we identified six roles of "looking-back" activity. In addition, we investigated "looking-back" activity after solving "Telephone-Line Problem" to examine the effectiveness of some kind of treatments to develop solver's solution. The purpose of this article is to investigate the development of solution through some looking-back activities after solving other kind of problem ("Paper-Rock-Scissors Problem"). In order to investigate whether there is any development of solution after a specific looking-back activity, the control group and the three experimental groups were set up. All groups solved two types of paper-rock-scissors problems; the two problems (Problem 1 and 2) had same problem structure, but the second Problem 2 with more broad problem space was more complicated and relatively difficult. And, the subjects in each experimental group had to reply a question between solving Problem 1 and Problem 2. The question statement was intended for implementing a specific looking-back activity with the corresponding function to "checking your own solution" (Check-Solution Treatment), "inquiring into better solution" (Better-Solution Treatment), and "examining generalization of your own solution" (Generalization Treatment) respectively. As a result, we could find the following points. (1) It seemed to be difficult to improve solver's misunderstanding or inappropriate problem representation with/without treatments. (2) "Unsophisticated solution" founded in the control group had a tendency to be fixed even if the problem became more complicated. (3) There was not a significant difference among control group and treatment groups, but each of the treatments seemed to contribute to the development of solution. This tendency suggests that some general and content-free treatments such as ones treated in this article may play an important role in mathematics classroom situation in terms of whole-class problem solving.

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 14 (0), 31-40, 2008

  全国数学教育学会

キーワード

• 自己参照的活動
• 数学的問題解決
• ふり返り

詳細情報

• CRID: 1390282763085497344
• NII論文ID: 110009498610
• DOI: 10.24529/jasme.14.0_31
• 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