数学教育におけるメタ認知の拡張についての一考察 : 主観的から間主観的なメタ認知的知識へ

抄録

So far the study of metacognition in mathematics education has focused on metacognitive skill. From definition of metacognition, metacognitive knowledge is incestuous relationship cognitive activities, though metacognitive skills are not held context of cognitive activities. Therefore, study of metacognition in mathematics education should focus on not only metacognitive skill but also metacognitive knowledge. And purpose of the study should be to development usable metacognitive knowledge in mathematical problem solving. This paper has considered the state of the metacognition in mathematics education. Therefore, the metacognition research in mathematics education was surveyed, and it checked mainly being focused on metacognitive skill these days. On the other hand, about metacognitive knowledge, it is a target to classify mathematics education like cognitive psychology and to elaborate. Research in consideration of norm nature called the metacognitive knowledge which should be formed in mathematics education is seldom done. And although we surveyed the research on training of metacognition, the focusing of almost all the researches was carried out to how meta-cognitive skill is worked during problem solving. Therefore, the danger that subjective metacognitive knowledge would be formed was pointed out. As a conclusion, we show two points as extension of metacognition. ・About value decision of metacognitive knowledge, pupils do not subjective but do intersubjective. ・About monitoring in metacognitive skill, pupils monitor not only self but also others and classroom. Consequently, we suggest that teaching and learning of metacognition should work on not only individual solving but also collective solving (Neriage). And teachers do the control discussion and the metacognitive support to classroom in Neriage.