算数授業における能動的聴取と多様な解法からの学び

概要

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This paper aimed to review previous research on mathematics learning with multiplesolutions. In Japan, as well as other countries, mathematics educators believe thatexploring mathematical ideas from multiple perspectives promotes the students learningin elementary school classrooms. There existed an excellent practice, which used multipleideas between children to deepen their understanding. However, psychological studies onlearning and instruction suggested that the presentation of multiple solutions was notnecessarily effective for mathematical learning and possibly harmful doe to theimposition of an excessive load on the learners' cognition. In addition, some studiessuggested that learning from listening to others' ideas requires the skills of activelistening. Future research should reveal the cognitive processes of active listening andeffective instructional supports for learning from others' ideas in elementarymathematics classrooms.
京都大学大学院教育学研究科の論文
2008-03-31