小学校算数科の文章題解決における図の活用に関する一考察

抄録

The purpose of this study is to construct a framework for capturing utilization of drawings when pupils solve word problems for elementary school arithmetic. In this paper, we carried out a questionnaire survey for pupils of 1^st to 3^rd grade as a basic survey. The points of view in this paper are the characteristics represented in pupils’ drawings and the relationship between drawings and algebraic expressions. We considered the results of the questionnaire survey based the analysis of mathematical problem solving showed by Mayer. We concluded that there are three difficulties in the utilization of drawings when pupils solve word problems. 1) Pupils who cannot represent a problem scene with suitable drawings have difficulty in the “Translation process”. 2) Pupils who can represent suitable drawings have two types of difficulties. a) Those who made their answers according to drawings have difficulty to go back and forth between the “Integration process” and the “Planning & Monitoring process”. b) Those who established algebraic expressions with the numbers used in the question sentences do not go back and forth between the “Problem representation” and the “Problem solution”. 3) Pupils who cannot solve complicated problems have difficulties with “Problem representation”.