高等学校数学学習におけるノート指導の実践的研究

概要

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This is an empirical research on instruction to students’note construction in senior high school mathematics, especially focusing on classroom teaching and learning situation. In classroom, their can be found many student taking note in a stereotype manner, e.g. using as worksheet of exercises on textbook or copy of black board. Recently, many teachers come to be interested in note-utilization to improve students’learning strategy. There are two distinctive parts in metacognition; One is a metacognitive knowledge, and the other is a metacognitive skill. According to this metacognitive framework, students must develop their own good metacognitive activity in their thinking process. Such that‘, notebook is very important to learn school mathematics’in a metacognitive knowledge, and also invariant reflective monitoring. In this research, we pay attention to the metacognitive features of students’ notebook uses. We corrected date at the N Senior High School for a year that focus on teaching,observation, checking notebooks. Our analysis reveals that if students want to get an good congtive attainment, they must have their own notebook writing style which have inner metacognitive activity.
奈良教育大学の論文
2006-10-31