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A Study on Children's Naive Conceptions in Mathematical and Scientific Understanding.

Research Project

Project/Area Number 07458044
Research Category

Grant-in-Aid for Scientific Research (B)

Allocation TypeSingle-year Grants
Section一般
Research Field 教科教育
Research InstitutionYamanashi University

Principal Investigator

FUJII Toshiakira  Yamanashi University, Faculty of Education, and human Sciences, PROFESSOR, 教育人間科学部, 教授 (60199289)

Co-Investigator(Kenkyū-buntansha) SHIMIZU Yoshinori  TOKYO GAKUGEI UNIVERSITY,ASSOCIATE PROFESSOR, 教育学部, 助教授 (90226259)
KURITA Shinji  Yamanashi University, ASSOCIATE PROFESSOR, 教育人間科学部, 助教授 (00195554)
SHINDO Toshihiko  Yamanashi University, ASSOCIATE PROFESSOR, 教育人間科学部, 助教授 (30211296)
HORI Tetsuo  Yamanashi University, PROFESSOR, 教育人間科学部, 教授 (30145106)
Project Period (FY) 1995 – 1997
Project Status Completed (Fiscal Year 1997)
Budget Amount *help
¥6,600,000 (Direct Cost: ¥6,600,000)
Fiscal Year 1997: ¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 1996: ¥1,900,000 (Direct Cost: ¥1,900,000)
Fiscal Year 1995: ¥2,900,000 (Direct Cost: ¥2,900,000)
KeywordsNaive Conception / Mathematical understanding / Misconception / Scientific Concept
Research Abstract

The study aims to clarify children's naive conceptions of mathematical and scientific learning. Beside theoretical consideration, the concept of Yusaburi, the Conflict Approach in mathematics education have been studied through analyzing concrete examples. Then the implications for teaching mathematics in school are considered.
Beside identifying many actual naive conceptions held by children in learning mathematics and science, the most significant result of this project is that we create an appropriate methodology to elicit children's naive conceptions.
Also, we create the method that we could use children's naive conceptions to foster their scientific understanding in whole class lesson activity. In mathematics education, focusing on algebraic expressions, the naive conception is identified that the children's difficulty in considering compound algebraic expressions as single objects.
We need to inquire further into children's naive conceptions, in particular children's behavior identified as the compartmentalization in mathematical understanding.

Report

(4 results)
  • 1997 Annual Research Report   Final Research Report Summary
  • 1996 Annual Research Report
  • 1995 Annual Research Report
  • Research Products

    (5 results)

All Other

All Publications (5 results)

  • [Publications] 藤井 斉亮: "数学学習と認知的コンフリクト" 日数教 YEAR BOOK 第3号 学校数学の授業構造を問い直す. 第3号. 122-134 (1997)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      1997 Final Research Report Summary
  • [Publications] Toshiakira Fujii: "Mathematical Learning and Cognitive Conflict" JSME Year Book No.3. 122-134 (1997)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1997 Final Research Report Summary
  • [Publications] 藤井斉亮: "数学学習と認知的コンフリクト" 日数教YEARBOOK第3号“学校数学の授業構成を問い直す". 第3号. 122-134 (1997)

    • Related Report
      1997 Annual Research Report
  • [Publications] 藤井斉亮: "子供の数詞の理解について(1)-和語系数詞・漢語系数詞に焦点をあてて-" 日本数学教育学会誌. 77. 2-9 (1995)

    • Related Report
      1995 Annual Research Report
  • [Publications] 藤井斉亮: "子供の数詞の理解について(2)-和語系数詞・漢語系数詞に焦点をあてて-" 日本数学教育学会誌. 78. 2-7 (1996)

    • Related Report
      1995 Annual Research Report

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Published: 1995-04-01   Modified: 2016-04-21  

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