数学の概念形成における教授言語の影響 : フィリピンの小学生の分数概念に関する調査を通して

抄録

The purpose of this paper is to consider the influence of medium of instruction on both cognitive and affective sides in learning mathematics. The index for cognitive side in this paper is "pupil's everyday concepts of fraction" and "the influence of everyday concepts on the formation of concepts of fraction in the school". Here, everyday concepts are defined by Vygotsky's theory. And the index for affective side is "pupil's preference for mathematics" and "How pupils look English and Filipino as a medium of instruction". The survey was conducted for 157 fifth graders in two schools. In one school, medium of instruction for mathematics is English and in the other it is Filipino. Cognitive side is examined in terms of test items and affective side is in terms of questionnaires. As a result, the following 5 points were found out. (i) The pupils of both schools regard "kalahati", the everyday concept of half in Filipino, as the word to represent the half of continuum. (ii) The concept of "kalahati" have an effect on the formation of concepts of "1/2". (iii) Pupils tend to switch English to Filipino when they are talking a conceptual matter. (iv) Most pupils in both schools like mathematics. Even after medium of instruction has been changed to English, this tendency doesn't change. Pupils accepted this change positively. (v) Most pupils in both schools prefer English as a medium of instruction in learning mathematics. The affective side was underpinned by not only the educational reason such that "it is easier to learn numbers in English", but also the social reason such that "English is an international language". Here, we can see the gap between the fact of code-switching in cognitive side and the preference in affective side.