| Project/Area Number |
06680269
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
教科教育
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| Research Institution | Kawamura-Gakuen Women's University |
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Principal Investigator |
HARADA Kouhei Kawamura-Gakuen Women's University Faculty of Education Associate Professor, 教育学部, 助教授 (10238181)
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| Co-Investigator(Kenkyū-buntansha) |
NOHDA Nobuhiko University of Tsukuba, Institute of Education Professor, 教育学系, 教授 (80020121)
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| Project Period (FY) |
1994 – 1995
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| Project Status |
Completed (Fiscal Year 1995)
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| Budget Amount *help |
¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 1995: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1994: ¥1,000,000 (Direct Cost: ¥1,000,000)
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| Keywords | Problem-Solving / Geometry / Proof-Problem / Computer |
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| Research Abstract |
The purpose of this research is to clarify the effects of using Computer Sofware : Cabri-Geometry as the means of helping students who had difficulties in the geometrical proof-probelm solving. Also this resesrch is planed as Japan-France Collaboreative Research, so we can consider the results of experiments from viewpoints of the international comparative research.
For this purpose, we made "didactical experiments" using Gabri-Geometry. Subjects were junior high school students. The problems of experiments employed problems which genearally can be solved using Thales'Theorem. The main conclusions are as follows : (1) By using "function of transforming figures" of Cabri-Geometry, students gained "dynamic viewpoints of figures" and their conjectual activities were developed. (2) By using "function of transforming figures" of Cabri-Geometry, students gained "specialization" of problems and "changing viewpoints of figures". (3) By using "function of drawing figures" of Cabri-Geometry, students could understand the conditions of problems and the chain of inferences. (4) By using Cabri-Geometry, Japanese students were given more impressively "dynamic viewpoints of figures" and French students gained good " visualization" of geometrical figures. (5) From viewpoints of the analysis of "didactical situations", Cabri-Geometry was used by students as "the means of generating conjectures", "the means of coping with refutation", and "the means of establishing validity of conjectures" in geometrical proof-problem solving. Setteing up the "didactical situation" by using Cabri-Geometry is a method of helping sutudents in geometrical proof-problem solving based on the "social interactions".
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