算数・数学教育における個人と学習集団全体の対話モデル化 ― Ernest, P.（2010）の立場を基に ―

抄録

　　This research has two aims.  First, the author discusses how and why dialogue expands and deepens the learning of mathematics.  Second, the author discusses the necessity of a theoretical model of dialogue for learning, which consists of a learner, talking by the learners to someone as a dialogist and a learning group as a virtual learner, which is called “trialogue” in learning sciences.   

　　Dialogue, in this context is defined as a learning process that includes the following three characteristics: it is a one on one conversation, there is no winner in a dialogue;, the participants in a dialogue must come to mutual positive compromise; and dialogue is a process of participant presenting their own idea(s) and creating new ones.

　　The process of an individual learner contributing to a dialogue can be explained by a theoretical model of sign appropriation and use (Ernest, 2010), however, we will extend Ernest’s theoretical model to explain further the process of “trialogue”.  It is theoretically possible to analyse the change in an actual learner’s conception [of ideas], which is called the appropriation, by using this extended model.  This new extended model also enables a theoretical explanation of how the conceptual change of a learner occurs in someone who merely listens to the other participant’s dialogue.