Argumentationを視点とした練り上げの発問行為による反証と限定詞の顕在化に関する研究 ―小学校第１学年「順序数の計算」，小学校第４学年「垂直」を事例として―

抄録

　　This paper aims to clarify how “the actualization of rebuttal and qualifier” through the questioning functions in neriage which means the process of refining and elaborating students mathematical knowledge. Examining the units of “Calculation of Ordinal Numbers” in the first grade of elementary school and “Vertical” in the fourth grade as examples, we show that “the actualization of rebuttal and qualifier” by the questioning is effective for changing conception in neriage revealed that it works. It is pointed out that “the actualization of rebuttal and qualifier” obvious through the questioning, the warrant is changed, and this creates a situation in which a new questioning can be established, leading to further “the actualization of rebuttal and qualifier’’ and the backing is changed. As practical implications, we derived two points: “It functions as a perspective for designing questions in neriage,” and “It functions as a perspective for the teacher to observe the situation of the argumentation when performing questioning in neriage.”