ザンビアにおける本質的学習環境(SLE)に基づく数学科授業開発研究(3) : 第5学年児童が行った「数の石垣」の学習過程への着目

概要

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This paper is part of doctoral study which aims to improve mathematics learning in Zambia. In this research, the author adjusted Substantial Learning Environment (SLE) that can foster two different abilities of mathematics: basic calculation skills and other mathematical abilities, into Zambian mathematics lessons. This paper qualitatively described Grade 5 students' learning process in number brick, one of SLEs. The author analyzed the protocols of interviews in which three students solved questions on number brick for seven times after each lesson. After explaining about each student's learning, the author identified four learning characteristics which were observed in these three students: eclectic style of calculations; discovery of number patterns and rules; instability of learning; and language difficulty. Eclectic style of calculation was influenced by the previous teaching and learning, but parts of instability of learning and discovery of number patterns and rules were influenced by the teaching in our lessons. The analysis indicated that their learning process was related to the teaching in our lessons; therefore, the author will continue to analyze the other part of lessons and students' learning process, and in the end examine the quality of the teaching and learning situations in depth.