数学的問題解決における生徒の自己評価についての考察 : メタ認知の育成に関して
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概要
- 論文の詳細を見る
Student self-assessment can provide information which is not available from other assessment techniques. For teachers this assessment is useful in collecting such information. For students it seems also useful in developing their own mathematical thinking, attitudes and metacognition. This paper focuses on development of student metacognition by self-assessment in which students evaluate their own cognitive activity after problem solving, which is called "reflective self-assessment" in this paper. The two aspects of metacognition are called metacognitive knowledge and metacognitive skill. By clarifying each aspect of metacognition I indicate both similarity and difference between reflective self-assessment and metacognition in problem solving, and assert that reflective self-assessment makes students conscious of their own metacognition.
- 全国数学教育学会の論文
- 1997-00-00