数学教育におけるメタ認知の発達的研究 -「内なる教師」の発達的変容調査-
スポンサーリンク
概要
- 論文の詳細を見る
We are often inclined to emphasize only pure mathematical knowledge in its education. And we fail to enact it in students. Consequently, they fail to solve mathematical problems and forget it soon after paper and pencil tests. Recently, "metacognition" has come to be noticed as an important function of human cognitive activities among researchers of mathematics education as well as among professional psychologists. Roughly speaking, we could regard "metacognition" as the knowledge and skills which make the objective knowledge active in one's thinking activities. Our unique conception is that this "metacognition" is thought to be originated from and internalized by the teacher him/herself. We regard this internalized metacognition as a substitute to or a copy of the teacher from whom the students learn mathematics. In this context, we refer to "metacognition as "the inner teacher". In this paper, we investigate more deeply the concept of the inner teacher through the analysis of the responses to the questionnaire, specially designed for this research, from elemetary students in the 2nd, 3rd, 4th, 5th grades and those from junior high school students in their second year. We have obtained several findings as follows: 1. Analysing the number of responses to the questionnaire in each grade, we noticed two different conspicuous tendencies, one among the elementary students m the 2nd, 3rd and 4th grades, and the other among the elementary school students in the 4th, 5th and the second-year junior high school students. Elementary school teachers, especially at lower levels, repeatedly talk to the students in terms of metacognition at all stages of problem solving. As a result, students come to have a strong impression about their teacher's utterances. Responses from students in upper grades tend to become stable in terms of the number of items. This is probably because teachers at uppergrades are inclined to limit their talk of metacognition to particular stages of problem solving. 2. In the middle (3rd and 4th) grades, marty over-achievers had a strong impression about such teacher utterances as impressed under-achievers in lower grades. In upper grades, many over-achievers tend to lose interest in those teacher utterances. This seems to indicate that the inner teacher makes a weak impression upon upper grade students, but we assume that this is in fact because it has become automatic for them. 3. The teacher utterances which impressed many over-achievers in middle grades were mainly those on mathematical reasoning and problem solving's strategy.
- 奈良教育大学の論文
- 1990-11-26
著者
関連論文
- B20 数学教育におけるメタ認知の研究(23) : 算数作文の形式についての子どもによる選択の分析(B.【問題解決1(問題解決,指導法等)】,論文発表の部)
- A32 数学教育におけるメタ認知の研究(9) : メタ認知の内面化モデルとその検証(A.理解・認知・思考分科会)
- 数学教育におけるメタ認知の研究(13) : メタ認知と児童の知識変容との関連の分析(3)(12.メタ認知,論文発表の部)
- 数学教育におけるメタ認知の研究(12) : メタ認知と単元を通しての児童の知識変容の分析(論文発表の部)
- 9E-5 子供の思考を生かした算数指導(12) : 授業における子供の知識変容の分析
- 数学教育におけるメタ認知の研究(11) : メタ認知と児童・生徒の知識の変容(8.メタ認知,論文発表の部)
- A17 数学教育におけるメタ認知の研究(8) : 子どもへのメタ認知の内面化に関する調査研究(A.理解・認知・思考分科会)
- 10A-9 子供の思考を生かした算数指導(8) : 教師のメタ認知の子供への内面化に関する調査研究
- 8E-1 子供の思考を生かした算数指導(7) : メタ認知育成のための授業分析
- 子供の思考を生かした算数指導(2) : メタ認知の発達的変容調査と実践への示唆
- 9-43 子供の思考を生かした算数指導 (6) : メタ認知育成のための発問・指示リストの作成と事例研究
- 数学教育におけるメタ認知の発達的研究 -「内なる教師」の発達的変容調査-
- 数学教育におけるメタ認知の研究(4) : 「内なる教師」の発達的変容調査
- C8 数学教育におけるメタ認知の研究(4) : 「内なる教師」の発達的変容調査(C 理解・認知分科会)
- 子供の思考を生かした算数指導 : -「もうひとりの自分」を意識させる学習ノート-
- 6-34 子供の思考を生かした算数指導(4) : 「もうひとりの自分」の診断方法の実践的研究
- 8-49 子供の思考を生かした算数指導(2) : 「もうひとりの自分」を育成する学習ノート
- B17 数学教育におけるメタ認知の研究(24) : メタ認知的支援の実践による教師の指導観変容システムの開発(B【問題解決(1)(問題解決・指導法等)】,論文発表の部)