本質的学習環境(SLE)に基づく数学科授業開発研究(1) : ザンビア基礎学校における生徒の活動の分析

概要

論文の詳細を見る
This paper mainly focuses on how students in Zambia worked on continuous activities of SLE, which possibly integrates two aspects of calculation practices and some other mathematical abilities such as finding patterns, communicating, guessing, and creating, in the framework of design experiment. In this research, a 23-time short activity in class was continuously introduced in two classes of grade 9 corresponding to grade 3 in junior high school in Japan and three ways of assessment were accordingly put into practice; analysis of pre and post test; formative assessment; and students' actual work through activities. The result of the tests shows that the scores on recognition of patterns and communication increased well although the whole score increased slightly after the activity. The formative assessment indicated that students had difficulty with explaining their mathematical observation in word. The analysis of students' activities shows that a student in the high performance category could improve both calculation skill and his communication skill through continuous activities where he repeatedly goes back to mistakes or inadequate answers in the process of his development, whereas another student in the poor performance category only could manage the calculation of it. The author leads the three characteristics of students' work through SLE; slow improvement divided into several small stages of understanding; return to the previous stage of understanding; and instability of understanding. It is noticed that the language problem in the second language and social problems are also influential to students' understanding of mathematics. Consequently, the author concludes that SLE can be a possible practice in class for students to foster these two mathematical aspects; the basic calculation skill and other mathematical skills; however, the challenge for slow learners on this teaching material relating to language difficulty and social problems is also pointed out.
全国数学教育学会の論文

本質的学習環境(SLE)に基づく数学科授業開発研究(1) : ザンビア基礎学校における生徒の活動の分析

スポンサーリンク

概要

著者

関連論文

スポンサーリンク