The Present Affairs and Issues of Research on Collaborative Learning in Mathematics Education

本稿では、まず学習科学や認知心理学におけるcollaborative learningとcooperative learningの先行研究について分析し、両者の3点の相違点である、相互依存性の違い、基盤となる認識論の違い、知識構築の主体者の違い、を明らかにした。次に、8種の数学教育学術誌を基に、数学教育におけるcollaborative learning研究の1990年以降の調査を行い、collaborative learning研究の現状と課題について考察した。その結果、1990年以降の授業実践におけるcollaborative learning研究は20件であった。これらの先行研究は、collaborative learningを通して深化、育成できる知識、能力に関する研究、collaborative learningを生じさせるための研究、collaborative learningの構造に関する研究、collaborative learningとICT機器との関連に関する研究に分類された。collaborative learning研究の課題として、研究の量的な少なさとcollaborative learningの生じる条件についての研究の必要性、collaborationと知識の起源・発達の関連についての研究の必要性が挙げられた。In this research, at first, the previous work of collaborative learning and cooperative learning was investigated on learning sciences and cognitive psychology. It is clarified the difference of interde-pendent, of the epistemology and of the subject who construct knowledge. The secondly, investigation since 1990 of the collaborative learning research in mathematics educa-tion was conducted based on eight sorts of mathematics education academic journals, and the present affairs and the issues of collaborative learning research were considered. As a result, number of the collaborative learning research was 20. These previous works classified four groups, the research of the knowledge and ability is able to pro-mote through collaborative learning, the research of the condition that collaborative learning is brought, the research of the structure of collaborative learning, and the research of the relation of collaborative learning and ICT apparatus. It is argued as the research of issues that the number of research on collaborative learning is a little, the necessity for the research on conditions that collaborative learning is brought, and the necessity for the research on the relation of the origin and development of collaboration and knowledge