道徳教育との関連を図る算数科授業に関する基礎的考察 ―社会的オープンエンドな問題と道徳的判断力及び道徳的価値観との関連に焦点を当てて―

抄録

　　The purpose of this study is to prepare theoretical foundation of the elementary mathematics lessons which associate with moral education.  In this thesis, we first reviewed previous domestic and international research on moral education, including Kaizuka (2020) and Kohlberg & Higgins (1987), and defined various concepts of moral education in this study.  And we reviewed series of studies on building of social values in elementary mathematics proposed by Baba (2009) & Shimada & Baba (2013), and Shimada (2017), which are suggestive for this research, and considered their relationship with moral education.

　　We found that critical thinking fostered by socially open-ended problems has a high affinity with moral judgment.  From this, it can be said that solving socially open-ended problems has the potential to foster moral judgment.

　　We reconsidered social values, personal values, and mathematical values, which are the values that appear in solving problems in mathematics education from the perspective of moral education.  Then, we constructed a framework of moral values that are expressed in problem-solving in mathematics education.