算数授業における能動的聴取と多様な解法からの学び

Abstract

This paper aimed to review previous research on mathematics learning with multiple solutions. In Japan, as well as other countries, mathematics educators believe that exploring mathematical ideas from multiple perspectives promotes the students learning in elementary school classrooms. There existed an excellent practice, which used multiple ideas between children to deepen their understanding. However, psychological studies on learning and instruction suggested that the presentation of multiple solutions was not necessarily effective for mathematical learning and possibly harmful doe to the imposition of an excessive load on the learners' cognition. In addition, some studies suggested that learning from listening to others' ideas requires the skills of active listening. Future research should reveal the cognitive processes of active listening and effective instructional supports for learning from others' ideas in elementary mathematics classrooms.