本質的学習環境(SLE)に基づく数学科授業開発研究(2) : ザンビアのある基礎学校における生徒の数のパターンの認識に関する記述の分析

抄録

The author analyses students' writing activities on number patterns in Zambia, applying SLE by Wittman into practice. In the previous research, deeper analysis should be conducted in order to grasp students' understanding of number patterns and other mathematical abilities including communication and discussion (Shibuya, 2008). Therefore, in this paper, the transcending recursive model (Pirie & Kieren, 1992) was modified and applied to describe the process of changing students' writing, which could offer some clues to approach their understanding and process of their writing deeply. According to three different students' categories expressed in the model, their characteristics were found out. Firstly, the author pointed out that the process of students' writing activities has slow improvement, return to the previous level of understanding, and instability of understanding. Secondly, the result of paper test does not always reflect on how well some students' activities were or how difficult others were. In other word, while some fast learners with high score on the test did not succeed in writing at all, other slow learners with low score successfully wrote their mathematical findings on their worksheet. The further research is needed to find out what sort of teaching support should be given when students can change their understanding and what should be the effective teaching and learning approaches toward improvement of students' learning in SLE.