算数・数学授業における「クラス文化」と子どもの「問い」 ─ 文化の特性・働きに関する知見を基にして ─

抄録

　　This article is concerned with “class culture” in mathematics learning based on the widely accepted idea of ‘culture’.　We define the purpose of the article as follows: ・Building on previous studies about the characteristics and effects of culture, we will consider and discuss the status and role of “children’s questions” in mathematics learning.

　　As a result of our discussion, we have gained several insights (from ① to ⑫).　In addition, we have given several examples of children’s questions.

① “Children’s questions” are generated in a “class culture.” Moreover the former in turn contributes to the shaping of the latter.

②　Individual “children’s questions” are often related to something universal or paradigmatic.

③　“Children’s questions” can provide strong motives for cooperative learning in school.

④　“Children’s questions” can help overthrow the stale procedures of learning.

⑤　“Children’s questions” can stimulate the children to surpass themselves. ⑥　“Children’s questions” can enliven activities for collective learning. ⑦ “Children’s questions” can instigate interaction between tangible resources (such as textbooks, reference books, teaching materials, etc.) and intangible ones (value judgments, beliefs, thought processes, behavior, etc.).

⑧　“Questioning” can be one of the effective strategies for mutual nurturing.

⑨ Learning activities in which the people involved appreciate and recommend “questioning” can lay the foundation of the understanding of others.

⑩　“Questioning” can encourage learners to strive for superior values.

⑪　 Learning activities in which “children’s questions” are appreciated and recommended may be valuable not only in terms of efficiency and economy but also in terms of spiritual and moral cultivation.

⑫　“Questioning” can trigger the formation of true identities.