高等学校数学における理解を深めるための指導方法に関する研究 （Ⅲ） ― 確率学習における「同様に確からしい」ことを重視した授業構成 ―

抄録

 　　The purpose of this paper is to enhance the elaboration of the principle of lesson organization (Table 1), summarized in this research (Ⅱ) (Hisadomi, 2014), through an action research of “event and probability” in high school subject Mathematics A.

Table 1. Principle of lesson organization in high school mathematics

Level of Activity＼Learning Stage ◇Intuitive ☆Reflective □Analytical

Activity in the task setting Referential activity Students’ learning activity General activity Formal mathematical reasoning

Students’ learning activity 

　　The result of qualitative and quantitative analyses of the lesson based on the principle of lesson organization showed the following two points:

　(1)  After expressing the task setting as experimental results (model-of), each of the learning stages: intuition, reflection, and analysis work effectively when the level of activity is raised;

　(2)  When Learning and Teaching of probability is conducted based on the principle of lesson organization, there is a tendency for students’ consciousness of “equally likely” to increase. 

　　 Learning and Teaching based on the principle of lesson organization, specifically for “quadratic function” in high school subject Mathematics Ⅰ (Hisadomi, 2014) and “event and probability” in high school subject Mathematics A, demonstrated the effectiveness of the principle of lesson organization.  From these two case studies, the principle of lesson organization was considered to be effective in students’ understanding of a new concept, especially in the introduction of a unit.