Research on development of the prescriptive model for designing social interactions in an elementary class based on the multi-world paradigm

当前，小学数学教学重视学生的交往活动。然而，我们经常观察到儿童假装交流游戏或儿童的重要陈述没有得到充分利用的情况。为了改善这些问题，我们首先将交往活动视为“社会交往”，阐明了社会交往具有的认识论意义。其次，我们考虑了社会互动的规范性模型，以设计和实施小学数学课程，充分利用了社会互动的意义。该模型由(1)基础课程过程、(2)关键类型的社会互动、(3)教师的主要活动、(4)儿童的主要活动等构成。最后，给出了基于该模型实施的课堂教学的几个应用实例。

Nowadays,mathematics teaching in the elementary school values on students'communicating activities. However,we often observe the situations that children act pretend play of communication or that children's important statements don't be fully utilized. With the aim of improving such problematic situations, we fisrt considered the communicating activities as 'Social Interactions' and clarified the epistemological significances that the social interaction have. Second, we considered the prescriptive model of social interaction for designing and practicing elementary mathematics lessons which make a good use of such significances of social interactions. The model is constructed by (1) the fundamental lessons process, (2) the crucial kinds of social interactions, (3) teacher's main activities, (4) children's main activities, and so forth. Third, we showed several application examples of the classroom lessons which were implemented based on the model.