算数授業において自分と異なる解法を聞くことの効果 : 規範解法が使われなくなった事例の分析

Abstract

In Japanese elementary schools, arithmetic classes often begin with the teacher presenting a problem, the children attempt to solve it individually, and finally some children are asked to explain their solving strategies to the class. In many cases, strategies presented by children are less sophisticated or even incorrect. However, the effects of listening to such strategies have not been still revealed in detail. This study aims to reveal the effects of listening to a less sophisticated solving strategy presented by one of the classmates, on the listener's learning processes. For this purpose, a child who had taken a less sophisticated strategy in a pretest was selected by the teacher to present her own solution to the class. After listening to her presentation, some of the children, who had adapted an appropriate strategy in the pretest, began to use the less sophisticated one in the posttest. To determine the reason for this changed strategy, we closely examined their understanding of the presenter's strategy by analyzing the recall protocol of her presentation. The results implied that there is a close connection between the strategy change and the understanding level of the strategy they had originally used.