O. F. ボルノーの教育思想と算数・数学授業における「問い」

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タイトル別名
  • The Educational Ideas of O. F. Bollnow and Children’s “Question”  in Mathematics Learning
  • O.F.ボルノー ノ キョウイク シソウ ト サンスウ ・ スウガク ジュギョウ ニ オケル 「 トイ 」

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<p>　　Since 1993, the authors have conducted a series of theoretical and empirical studies on Mathematics Learning with a focus on children’s “Question”. In this paper, the author makes a variety of observations to highly deepen understanding of functions as well as attributes of “Question” in Mathematics Learning, by taking up O. F. Bollnow’s humanistic pedagogy as one of the research sources, on the basis of what he treated in his thesis on “Question” and existentialism.</p><p>　　The major findings obtained are as follows:</p><p>● There are rationale for giving children Mathematics Learning in the way that children as “Questioning Beings”are esteemed and encouraged as “Questioning Beings”. The reason is that “Questioning” is one of the intrinsic actions to human beings.</p><p>● Children’s action of “Questioning” manifests a life that seeks to grow freely and step ahead toward creation, resisting an irresponsible order.</p><p>● Children’s “Question”, notably, the “Question” that may yield discontinuous processes in Mathematics Learning comes to have the functions of encouraging children to advance toward the new level of Learning as well as returning Mathematics Learning to the basics when a teacher brings children the “Encounter” with worthwhile materials.</p><p>● What is demanded of a teacher about dealing with children’s “Question” is making the most of the “Question” as the “Encounter” with worthwhile materials by rousing children into recognizing the importance of mathematical facts that are inherent in the “Question”.</p><p>● Actualizing Mathematics Learning in which children as “Questioning Beings” are esteemed and encouraged should presuppose the fact that children themselves as well as a teacher and children have relationships of mutual trust and share hopes to be generated from such relevant relations.</p>

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