多世界パラダイムに基づく算数授業における社会的相互作用の規範的モデルの開発研究（Ⅱ） ―「 場合の数」の授業による検証 ―

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  • 多世界パラダイムに基づく算数授業における社会的相互作用の規範的モデルの開発研究(2)「場合の数」の授業による検証
  • タセカイ パラダイム ニ モトズク サンスウ ジュギョウ ニ オケル シャカイテキ ソウゴ サヨウ ノ キハンテキ モデル ノ カイハツ ケンキュウ(2)「 バアイ ノ カズ 」 ノ ジュギョウ ニ ヨル ケンショウ

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This study aims at constructing the prescriptive model which has the theoretical background of social interactions in elementary mathematics classrooms and at the same time which is effective and applicable to teaching practices at elementary school level. In this paper we verify the effectiveness of this model through a teaching experiment on six grade classes of‘ number of outcomes’. As a result of analysis, we found that the fundamental process of being conscious, solving by the individuals, solving by small group, being reflective, and then making agreement, in particular the small group activity, contributed to the development of the children’s understanding of‘ number of outcomes’. Also, it was suggested that the children’s solving activities progressed from their ‘individual’ solution to‘ quasi-general’, and‘ general’ ones. We also identified the types of intentions of the social interaction: Share of the premise, having and devising their own ideas, sharing the ideas with others, reflecting on the merit and limit of the ideas, abstracting and generalizing from the ideas, finding the commonality, characteristics, and limits among the representations. Moreover, as to the interaction with representations, we found that the children could devise their own representations in order to prevent the overlap and omission, and also recognize that the representations by polygon and table equipped such devices. These findings demonstrate the effectiveness of the prescriptive model for teaching practices.

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