算数教育におけるクリティカルシンキングの 育成に関する基礎的研究 ―反例の提示に着目して―

抄録

　　 A purpose of this report is to pay the attention to counterexample, and to clarify the way of critical thinking foster in the elementary mathematics education.  Therefore at first, the author considered fostering of the critical thinking in the elementary mathematics education and the problem based on three components. Then it derived that “a thought of reflecting (critical manner)” included a problem.

　　 Next, as one point of view to solve the problem, it paid my attention to the counterexample from others. Contradiction, the thing that it is planning to be opposed and face is because it is at a strong opportunity arresting own thought for reflecting each other again.  It is important that I catch own thought for reflecting again in the cognitive process of the critical thinking.  It was necessary for conviction to be included in the counterexample and thereby clarified that it gave “an opportunity to reconsider the rationality of both”.

　　 In addition, it give you an opportunity to show “a thought of reflecting (critical manner)” that was a problem by the presentation of the counterexample.  It is an opportunity to make a round trip to “the evaluation of the solution” and “the search of the solution” in the conception diagram of the critical thinking.  Thus, it spoke that it could show three components.  In other words, by the presentation of the counterexample, it got the conclusion that fostering of the critical thinking was available for.

　　 It will be a problem in future to consider an evaluation based on cognitive process of the critical thinking.