この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/42766
学校教育実践学研究 23 巻
2017-03-22 発行
仮想的教示と教訓帰納を用いた分数と小数の概念理解を促す支援
Study support to encourage the concept acquisition of fraction and decimal by hypothetical instruction and lesson induction
浦上 萌
Abstract
Cognitive counseling is one of a method to improve the cognitive problem. This study is a case report for a 5th grade student who has difficulty with fraction and decimal. To solve his problem, we supported his learning by hypothetical instruction and lesson induction which was cognitive counseling methods. As a result, hypothetical instruction helped concept acquisition about fraction, and lesson induction promoted to reflect his calculation of decimal. Finally, he could assessment himself about his answer and explanation in the case, but could not reflect the assessment on the final exam. In the future, we should support his assessment between some mathematical problems and generalize the methods.
About This Article
著者キーワード
cognitive counseling
concept acquisition of mathematics
self-explanation
elementary school student
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