全体交流からグループトークに戻す教授方略の学習促進に関する研究：６年算数「比の利用」におけるグループトーク

抄録

The purpose of this study is to examine the learning promotion effect of a teaching strategy that incorporates group talks that are discussed within groups by going back and forth between whole-class discussions and group learning in mathematics lessons. The subjects were 20 sixth graders and six groups were constructed. They performed better on a posttest and retention test. In the application of ratio lesson, we set the level of comprehension of the line diagram solving method and the solution using the ratio value, and examined the strategy effect of group talks. In addition, we took out two groups and examined the characteristics of group talk. As a result, there were group talks in which children who could understand what their friends said in whole-class discussions explained to group members so as to improve their level of understanding, and group talks in which group members improved their level of understanding through interactive dialogue.