数学的問題解決授業の練り上げにおけるメタ認知の指導についての研究(II) : 自力解決と練り上げの過程におけるメタ認知的活動の関係

概要

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The purpose of this paper is to consider how metacognitive activity in process of self-solution have an impact on metacognitive activity in process of polish up. First, I checked on that essences of problem solving have to be engage for children's liberty and diversity. Next, I categorized children by difference of strategy or case in process self-solution, and divided process of polish up into three steps from Koto (1992)'s theory. Then, I considered metacognitive activities of classified children in process of polish up. Therefore, a metacognitive activity in process of polish up is so unrelated to the difference of a metacognitive activity by two classifications in process of self-solution. However, the result of the one and the activity referred to for the "self-evaluation" is chiefly thought as a difference.