計算時における指の利用と算数・数学における自己概念との関連 : 短期大学生・専門学校生を対象にした質問紙調査による検討

Relationship of the use of fingers in doing calculations with the self-concept in arithmetic/mathematics : A reexamination on junior and vocational college students

Sugimura Shinichiro

Koyama Masataka

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part. Ⅲ, Education and Human Science

In previous research on university students the following questions were asked: (a) when they stopped using fingers in doing calculations; (b) if they were good at arithmetic in their elementary school days; and (c) if they are now good at arithmetic and/or mathematics. The results in the previous research were as follows; (1) When they were elementary school students, the ratio of the students who were good at calculations and arithmetic in the group of the students who did not use fingers is higher than the ratio in the groups of the students who used fingers. Additionally, among the groups of the students who used fingers, the ratio of those who were good at calculations and arithmetic becomes lower as they used fingers longer. (2) Concerning the ratio of the students who now like and are good at arithmetic and/or mathematics, the ratio of such students in the groups of the students who did not use fingers is lower than those in the groups who used fingers in the past. In this study, it was reexamined if these results would be verified in the group for which the ratio of the students who are good at calculations and arithmetic is assumed to be low. As the result, concerning (1), the similar tendency was found, but concerning (2), the ratio of those students who now like and are good at arithmetic and/or mathematics was higher in the group of the students who did not use fingers than in the group of the students who used fingers in the past. Those findings were discussed from the viewpoints of cognitive development and mathematics education.

算数能力

認知発達

身体性

算数教育

mathematical ability

cognitive development

embodied cognition

mathematics education

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039