図形・空間学習における学習者の知識体系とその活性化に関する研究 : 知識体系の構成に向かう際の2つの対象化と意味ネットワーク

概要

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The purpose of this paper is to identify two means of objectification -semiotics and semantic- in constructing the knowledge system, to describe a process of generalization with three steps -realistic, contextual, semiotic-, and to represent the constructed knowledge system as a semantic network. From a cognitive linguistics perspective, it is considered that mathematics is regarded as an opened system and natural language and gesture have an important role in learning. The roles of natural language identified through a series of lesson observation are following: (a) Linguistics Template (b) Label and Activator Specially in the point (b), although natural language has ambiguity (polysemy, diversity, …), it as a label makes learners activate a naive idea. And, considering the ambiguity in communicating with others, learning would progress. Not only the semiotic means of objectification but the semantic means is important for progress of generalization and it is realized by asking, for example "What is the center?", that the semantic content of natural language with two roles is clarified. In this paper, 7^<th> students had understood a circle as a symmetrical figure and a plane figure separately before it is realized that the axis of symmetry is a diameter of a circle too.
全国数学教育学会の論文