数学的知識の協定過程における数学的交渉にみる発言の意図に関する一考察：第６学年「分数の除法」単元を事例として
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| Published in | 科学教育研究 Vol. 44; no. 4; pp. 271 - 288 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | Japanese |
| Published |
一般社団法人 日本科学教育学会
2020
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| Online Access | Get full text |
| ISSN | 0386-4553 2188-5338 |
| DOI | 10.14935/jssej.44.271 |
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| Author | 下村, 岳人 岡部, 恭幸 下村, 勝平 |
|---|---|
| Author_xml | – sequence: 1 fullname: 下村, 岳人 organization: 島根大学（神戸大学大学院博士課程） – sequence: 1 fullname: 下村, 勝平 organization: 奈良市立興東小学校 – sequence: 1 fullname: 岡部, 恭幸 organization: 神戸大学大学院人間発達環境学研究科 |
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| Copyright | 2020 一般社団法人日本科学教育学会 |
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| References | Searle, J. R. (1976): Expression and meaning. Cambridge, UK: Cambridge University Press. Balacheff, N. (1991): Treatment of refutations: Aspects of the complexities of a constructivist approach to mathematics learning. In E. von Glasersfeld (Ed.), Radical constructivism in mathematics education (pp. 89–110), Dordrecht, Netherlands: Kluwer Academic Press. 下村岳人（2020）：算数科授業における数学的知識の構成にみる協定の特徴に関する一考察―Searleの言語行為論に基づく交渉を捉える記述枠組みの構築―，数学教育学論究，114, 3–17. McClain, K. & Cobb, P. (1998): The role of imagery and discourse in supporting students’ mathematical development. In M. Lampert, & M. L. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 56–80), NY: Cambridge University Press. Schoenfeld, A. H. (2008): A study of teaching: Multiple lenses, multiple views, Journal for Research in Mathematics Education monograph series. Reston, VA: National council of Teachers of Mathematics. 熊谷光一（1998）：小学校５年生の算数の授業における正当化に関する研究―社会的相互作用論の立場から―，数学教育学論究，70, 3–38. Lampert, M. (1990): When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 1, 29–63. Searle, J. R. (1969): Speech acts: An essay in the philosophy of language. Cambridge, UK: Cambridge University Press. 中原忠男（1995）：算数・数学教育における構成的アプローチの研究，聖文新社 中原忠男（1999）：構成的アプローチによる算数の新しい学習づくり，東洋館出版社 Lampert, M. (2001): Teaching problems and the problem of teaching. New Heaven, CT: Yale University Press. 岡崎正和（2012）：数学教育における認識論研究の展開と課題の明確化―認識論が学習指導と研究に及ぼす影響を視点として―，全国数学教育学会誌，18, 2, 1–12. 清水美憲（1995）：分数の除法に関する自動・生徒の認識―その硬直した「論理性」の問題―，数学教育学論究，85, 63–75. 下村岳人（2019）：数学的交渉による数学的対象への意味付与に関する一考察―シンボリック相互作用論の立場から―，日本数学教育学会第52回秋期研究大会発表収録（論文発表の部），89–96 Austin, J. L. (1962): How to do things with words, Oxford, UK: Oxford University Press. Shimomura, T., & Okabe, Y. (2019): Study on association of the “the talks of children” and “the constitution of the mathematical knowledge”. Design of learning and teacher education in Germany and Japan, Current trends and discussions, 17–18. Skemp, R. R. (1976): Relational understanding and instrumental understanding. Mathematics Teaching, 77(Dec.), 20–26. Bishop, A. J., & Goffer, F. (1986): Classroom organization and dynamics. In B. Christiansen, A. G. Howson, & M. Otte (Eds.), Perspectives on mathematics education (pp. 309–365), Dordrecht, Netherlands: D. Reidel Publishing Company. 大谷実（2018）：数学的対象論の実践的意義を考える，日本数学教育学会第６回春期研究大会論文集，95–96 Shimomura, T. (2019): Characteristics of negotiation in the composition of mathematical knowledge. Proceedings of the 43th PME conference, 4, 97. 山口武志・岩崎秀樹（2004）：一般化分岐モデルに基づく分数除の教授・学習に関する研究，数学教育学論究，84, 3–25. |
| References_xml | – reference: 中原忠男（1999）：構成的アプローチによる算数の新しい学習づくり，東洋館出版社． – reference: Shimomura, T. (2019): Characteristics of negotiation in the composition of mathematical knowledge. Proceedings of the 43th PME conference, 4, 97. – reference: McClain, K. & Cobb, P. (1998): The role of imagery and discourse in supporting students’ mathematical development. In M. Lampert, & M. L. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 56–80), NY: Cambridge University Press. – reference: 熊谷光一（1998）：小学校５年生の算数の授業における正当化に関する研究―社会的相互作用論の立場から―，数学教育学論究，70, 3–38. – reference: 中原忠男（1995）：算数・数学教育における構成的アプローチの研究，聖文新社． – reference: 下村岳人（2019）：数学的交渉による数学的対象への意味付与に関する一考察―シンボリック相互作用論の立場から―，日本数学教育学会第52回秋期研究大会発表収録（論文発表の部），89–96． – reference: Lampert, M. (1990): When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 1, 29–63. – reference: 下村岳人（2020）：算数科授業における数学的知識の構成にみる協定の特徴に関する一考察―Searleの言語行為論に基づく交渉を捉える記述枠組みの構築―，数学教育学論究，114, 3–17. – reference: Searle, J. R. (1976): Expression and meaning. Cambridge, UK: Cambridge University Press. – reference: 山口武志・岩崎秀樹（2004）：一般化分岐モデルに基づく分数除の教授・学習に関する研究，数学教育学論究，84, 3–25. – reference: 岡崎正和（2012）：数学教育における認識論研究の展開と課題の明確化―認識論が学習指導と研究に及ぼす影響を視点として―，全国数学教育学会誌，18, 2, 1–12. – reference: Skemp, R. R. (1976): Relational understanding and instrumental understanding. Mathematics Teaching, 77(Dec.), 20–26. – reference: Austin, J. L. (1962): How to do things with words, Oxford, UK: Oxford University Press. – reference: 大谷実（2018）：数学的対象論の実践的意義を考える，日本数学教育学会第６回春期研究大会論文集，95–96． – reference: Shimomura, T., & Okabe, Y. (2019): Study on association of the “the talks of children” and “the constitution of the mathematical knowledge”. Design of learning and teacher education in Germany and Japan, Current trends and discussions, 17–18. – reference: Lampert, M. (2001): Teaching problems and the problem of teaching. New Heaven, CT: Yale University Press. – reference: Searle, J. R. (1969): Speech acts: An essay in the philosophy of language. Cambridge, UK: Cambridge University Press. – reference: 清水美憲（1995）：分数の除法に関する自動・生徒の認識―その硬直した「論理性」の問題―，数学教育学論究，85, 63–75. – reference: Bishop, A. J., & Goffer, F. (1986): Classroom organization and dynamics. In B. Christiansen, A. G. Howson, & M. Otte (Eds.), Perspectives on mathematics education (pp. 309–365), Dordrecht, Netherlands: D. Reidel Publishing Company. – reference: Balacheff, N. (1991): Treatment of refutations: Aspects of the complexities of a constructivist approach to mathematics learning. In E. von Glasersfeld (Ed.), Radical constructivism in mathematics education (pp. 89–110), Dordrecht, Netherlands: Kluwer Academic Press. – reference: Schoenfeld, A. H. (2008): A study of teaching: Multiple lenses, multiple views, Journal for Research in Mathematics Education monograph series. Reston, VA: National council of Teachers of Mathematics. |
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| Title | 数学的知識の協定過程における数学的交渉にみる発言の意図に関する一考察：第６学年「分数の除法」単元を事例として |
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