Abstract
The purpose of this study is to clarify how children perceive events in the fourth grade “Expressions using □, △, etc.”, and to obtain suggestions for learning guidance to cultivate the ability to see events as expressions expressing relationships between quantities. From the survey questions, we found that there are two states in which children perceive events: “they perceive events as different events with no relation” and “they perceive events as a single event that changes in a different way from the expression expressing the relationship between quantities,” and that this reality is the reason why the act of reflective discourse, “seeing events as expressions expressing the relationship between quantities,” is not targeted. This is a factor that prevents the children from objectifying the act of reflective discourse. In order to generate a reflective discourse, it was suggested that by creating the target action of “a numerical expression in which a concrete number is regarded as a pseudo-variable” or “a changing event”, learning guidance that cultivates the ability to see a relationship between quantities as an expression can be expected.
