数学的問題解決におけるメタ認知の役割に関する研究(1) : メタ認知的支援の有効性について

概要

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The present paper aims to examine the effectiveness of metacognitive supports. For this purpose, the auther gave metacognitive or cognitive supports to each pupil at 6th grade, when she/he stuck in the process of problem solving. In this study, metacognitive supports refer to the following speakings, for example "What are you thinking?", "What are you doing now?" And cognitive supports are to present pupils mathematical knowledge and skills. In this study, the auther used the stimulated-recall technique to interview the pupils. The main findings of this case study are the followings: (1) Because of metacognitive supports appropriate to the ocation, these pupils could monitor their own processes. Then they made the subgoal clear and pupils could select the knowledge necessary to solve the problem. (2) When to give metacognitive supports to each pupil, it was important to examine her/his knowledge, skill and metacognitive knowledge and to give metacognitive or cognitive supports appropriate to her/his ability.
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