算数文章題の解法発表を聞く能力 : 他者発言の再生・評価と理解変化の関係

Abstract

米国の教師は, 個人差を効果的な学習指導の障害であると一般的に考えているのに対し, 日本の教師は個人差を, 話し合いのための材料となる幅広い解法を生み出す有益なものと見なしているという｡このような教師の信念の違いにも表れているように, 多様な解法を発表することは, 日本の算数授業の特徴をなしている｡本研究はこの学習方法の有効性を, 児童が他者の解法を聞いてどの程度理解できるかという点から検討する｡

This study examines elementary school children's ability to listen and to learn from other children's solutions of a mathematical problem. The participants were 284 fifth-graders. They were asked to solve one mathematical problem which they had not learned yet (pretest), after which they watched two types of VTRs in which other children explained their solutions to the problem (learning). Then the children were asked to recall and comment on the other children's solutions to the same question (questionnaire), and were asked to solve the problem again (posttest). In the first VTR, a child explained an unorthodox solution, and in the second VTR, another child explained an orthodox solution. We analyzed the relationship between what they recalled and how they evaluated the orthodox and unorthodox explanations of the solutions and their own solutions in the pretest and the posttest. The results show that children who understood the orthodox solution in the pretest or the posttest could remember the unorthodox solution and give negative comments on it. On the other hand, the other children could not remember the unorthodox solution given to them by the student via VTR and gave positive or irrelevant comments. These results imply that the ability to listen to peer's explanations might be important to learn in the classroom, though understanding other's solutions correctly seems to be very hard for many elementary school children. Actually, children might not always pay attention to their peer's statements the way their teacher would like them to.