数学的問題解決授業におけるメタ認知と規範を用いた指導の研究(I) : 数学的問題解決授業の構築にむけた基礎的考察

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The purpose of this paper is to consider toward creating the lesson of mathematical problem solving. In this paper, we first considered metacognitive knowledge that one of the metacognition's side. As a result, metacognitive knowledge is belief, and we made certain of importance of metacognitive skill for constitution of metacognitive knowledge by advanced researches. Secondly, traditional way of developing metacognitive knowledge is supporting children. In other words, this way is not teaching. And the question is how metacognitive knowledge is constructed in classroom. So, we considered the model by Cobb & Yackel (1996), and norms by using in this model. As a result, we cannot see from the model what reflexivity between individual perspective and social perspective. There fore, we focus on the reflexivity, and considered model of lesson by using norms and metacognition. Finally, we considered relationship the share of metacognitive knowledge and the constitution of norms. And we suggested new section that the discussion of metacognitive knowledge, in mathematical problem solving lesson.