数学的な表現の主体的な活用を促す指導の研究 （6） ─ 書きことばの困難性からかくことの困難性への拡張による提起 ─

抄録

　　So far, the author has suggested the viewpoint of writing positively, focusing on the characteristics of written language.　But he hasn’t considered how to shift “drawn” language to written language, or the viewpoint of the instruction which introduces students to use figures positively.　Therefore, together with examining the preceding researches, the author reconsidered the difficulties again which written language contains, by returning to the original text of the researches.　

　　As a result, the author developed his idea to the degree of“difficulties of drawing”which contains even the difficulties of positive use of figure expressions such as (1) the knowledge of drawing (2) the use and activity of drawing (3) the cost of drawing (4) the viewpoint of learning which drawing has.　

　　And students, through solving problems, by learning together, conquer the difficulties of drawing.　At the first stage, teachers show students drawing as knowledge.　At the second stage, teachers have students gain how to use and utilize drawing through the process of solving problems by both teachers and students.　At the third stage, instructors, helping in a casual manner, have students use and activate drawing and solve problems cooperatively.　

　　On the other hand, the author, at each stage, incorporate the method to have students draw and the viewpoint to overcome the difficulties of drawing.　By this process, together with the understanding of tactics of drawing, the author aims to have students use, utilize and get accustomed to drawing.　In other words, the author, making intentionally the situations for experience, has students gain the utility of drawing and how to activate drawing.　

　　Besides, changing the teachers’ qualities of instructions about drawing and repeating this process, the author shift drawn languages to written language, positive activities of various kinds of expressions.