確率の多面的な見方を育む教材の条件　モデル化を視点として

抄録

To develop students’ multifaceted view of probability is an issue not only in school mathematics but also in society. However, in current probability lessons, the multifaceted view of probability is not sufficiently taught. The purpose of this paper is to clarify a condition for teaching materials that develop students’ multifaceted view of probability. In recent years, probability education research has considered the multifaceted view of probability from the perspective of modeling, and this paper will also take modeling as its perspective. First, we reviewed previous studies that analyzed the probability lesson, as proposed by National Institute for Education Policy Research (2015), from the perspective of modeling, and obtained two conditions for teaching materials that can develop a multifaceted view of probability: “validation of known model probability is not the goal of a lesson,” and “multiple trials themselves are not the goal of a lesson.” Next, we developed a teaching material and conducted a lesson for 8th grade students in Japan. As a result, it was suggested that teaching materials in which the results of two trials with different numbers of trials with equal empirical probability are presented and students are asked to compare them as to which is more likely to develop students’ multifaceted view of probability.