本質的学習環境(SLE)に基づく数学科授業開発研究(4) : ザンビア共和国で実施した授業開発の視座と教材の再構成の視点

抄録

This paper discussed the possibilities and limitations of applying theory into practice in case of SLE which was applied and reformed in Zambian mathematics Grade 5 and 6 classrooms. The author took out the four major points for its reconstructions in the process of reconstructions of SLEs in lessons. The four points included support for understanding of the starting point; acceptance of small step learning; limitations of flexibility of the material; and language support. They were not necessarily harmonized solutions with the theory of SLE; however, the teacher and the author who implemented 23-24 time lessons had applied SLEs into classroom in order for pupils to understand 'better' than the previous lessons. The author concluded a series of actions would be relevant in the context despite challenges identified throughout the practice.