生徒の数学的理解過程における問題づくり

概要

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In this paper, I consider about the relation between the understanding in learning mathematics and mathematical problem posing. Students often pose problems in problem solving, in order to get a better understanding as acts to reconstruct problems. Problem posing comes out when students shift levels of understanding in learning mathematics. The significance of problem posing is that it promotes reconstruction of the problem and generate "folding back" which is claimed in the theory of "transcending recursive model" (Pirie, S. & Kieren, T., 1994). Therefore, as the progress of problem posing encourages effective thinking of the students in learning mathematics, and also as the growth of understanding enhances the way of problem posing, both sides grow complementarily. Moreover, I eraborated the "transcending recursive model" as a prescriptive model in teaching, by embedding a problem posing in it and by thinking of the modality of teacher inventions. This "extended transcending recursive model" could be a base of making a teaching plan.
全国数学教育学会の論文
2007-00-00