数学における探究型学習のファシリテートに関する一考察 ―教授人間学理論における探究の往還を視点として―

抄録

　　Recently, inquiry-based learning, in which learners take responsibility for their learning, has become more and more important. ATD (the anthropological theory of the didactic) proposes SRP (study and research paths) as a style of inquiry-based learning. And Research has been conducted on SRP, including what kind of learning is expected of learners and what kind of teaching materials and tasks are appropriate. However, there is little research on what kind of support teachers should provide to promote inquiries. In this study, we consider dialectics in inquiry not as a characteristic phenomenon of inquiry-based learning, but as knowledge and skills to proceed inquiries, and consider facilitation in inquiry-based learning from the perspective of dialectics. In other words, we considered that the way to facilitate in inquiry-based learning is to allow learners who are immature in inquiry to generate and function with dialectics in their inquiries. Therefore, we examined how the dialectics in inquiry shown in previous studies can be used as a method of facilitation. We then considered two inquiry-based learning practices and found that dialectics in inquiry can be categorised into three types: epistemological, context-based and activity-based, and that epistemological dialectics suggest appropriate states of learner awareness for inquiry to proceed, while the other two types of dialectics suggest methods to move learners to such states without losing the inquiry-based learning situation.