The present study examined how comparing and explaining both correct and incorrect solutions by sharing group results with the whole class after group discussion in a collaborative arithmetic class may facilitate individuals’ understanding. Second graders (N=32) solved arithmetic problems about the sum of fractions in 3 stages: pre-test, during the lesson (collaborative learning), and post-test. The results indicated that, (a) through the collaborative learning, children’s individual understanding on fractions was facilitated, (b) in the collaborative learning, harmonization of children’s own ideas on fractions was facilitated, and (c) regarding the sum of fractions, individuals’ understanding was facilitated by harmonizing their own ideas. These results suggest that, in the group discussion, though the explanation of the children may not be sufficiently elaborated, the change of the collective explanation directly affects the change of the explanation of the individual, while on the other hand, in the whole-class exchanges though the teacher’s support encourages elaboration of the explanation of the children, the influence of elaboration of the collective explanation on the individuals’ explanation is likely to differ depending on their existing knowledge.

View full abstract

The present study examined the promotion of association of knowledge by collectively examining relevance of the solutions in the collaborative process in the mathematics class of junior high school. Eighth graders (3 classes; total N=88) solved arithmetic problems about mathematical consideration of events using linear functions in 3 stages: pre-test, during the lesson (3 conditions: collaborative process to examine relevance of the solutions, collaborative process to investigate the validity of the solutions and teacher’s explanations of relevance of the solutions), and post-test. The results indicated that, (a) in both of the two collaborative processes, the students who assumed the linear function change were encouraged to relate and interpret the rate of change and the inclination of the graph according to the event, and, thus, grasp clearly the basis for capturing changes in events by linear functions, and (b) in examining relevance, a change was observed for students who were originally unable to interpret the rate of change or the inclination of the graph and who became able to do it.

View full abstract

[in Japanese]

View full abstract

本研究の目的は，江戸時代の政治の仕組みのひとつとして参勤交代という制度を捉え直し，１．参勤交代に関する児童の認識の実態を明らかにすること，２．江戸時代の大名行列を描いた巻物教材の提示と予想活動を取り入れた授業が児童の認識に及ぼす影響について示唆を得ることである。 ２つの小学校で６年生を対象に行われた授業実践が検討された。巻物教材を提示したいずれの実践においても，「大名行列内には，行列のリーダーとしての大名が，ひとり存在していること」の認識は，児童にとって必ずしも自明のことではないことが示された。さらに，大名がひとりだけであるという事実を教示すだけでは不十分であり，大名行列全体を俯瞰的視点から捉え，大名行列を立派に見せようと工夫したのはどうしてかを問える手がかりを得ることの重要性が論じられた。 最後に，教育心理学研究という位置づけから言語陰蔽効果との関わりが考察され，また実践研究という位置づけからは，幕藩体制についての知識が教師（第一著者）に不足しているという課題が指摘された。

View full abstract