부산대학교 도서관

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.