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CHANGE IN RETIO'S CONCEPTS FOR CHILDREN AND INSTRUCTIONAL INTERVENTION

Research Project

Project/Area Number 09610131
Research Category

Grant-in-Aid for Scientific Research (C)

Allocation TypeSingle-year Grants
Section一般
Research Field 教育・社会系心理学
Research InstitutionMIYAZAKI UNIVERSITY

Principal Investigator

YOSHIDA Hajime  MIYAZAKI UNIVERSITY, FACULTY OF EDUCATION AND CULTURE, PROFESSOR, 教育文化学部, 教授 (80094085)

Co-Investigator(Kenkyū-buntansha) SOEDA Yosinobu  MIYAZAKI UNIVERSITY, FACULTY OF EDUCATION AND CULTURE, PROFESSOR, 教育文化学部, 助教授 (00197005)
KURIYAMA Kazuhiro  KYUSHU UNIV. OF HEALTH AND WELFARE, PROFESSOR, 教授 (10170094)
UDA Hirofumi  MIYAZAKI UNIVERSITY, FACULTY OF EDUCATION AND CULTURE, PROFESSOR, 教育文化学部, 教授 (50040994)
Project Period (FY) 1997 – 1999
Project Status Completed (Fiscal Year 1999)
Budget Amount *help
¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 1999: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1998: ¥400,000 (Direct Cost: ¥400,000)
Fiscal Year 1997: ¥2,100,000 (Direct Cost: ¥2,100,000)
Keywordsratio concepts / insorrect strategy / new curriculum / インフォーマルな知識 / 方略分析 / 方略 / 問題解決
Research Abstract

The aim of this project was to investigate informal knowledge on ratio which children acquired before learning formally through everyday life and to instruct ratios based on children's informal knowledge. In research on informal knowledge, we found that students acquired very rich informal knowledge on ratio before learning it formally. For example, they understood basic meaning of ratio concepts and aspects of ratio as part-whole relationship. Very surprisingly, they could solve the second usage of ratio even though none of them learned formula to solve ratio problems. One of such problems was "what is 75% of 80 person". In viewpoint of common sense, it would be impossible for students to solve this kind of problems. But forty percentage of ate fin graders who did not know the formula to solve ratio problem could solve the problem. And by learning ratio concepts formally, it was demonstrated that students impressed rich informal knowledge in solving ratio problems.
In instructional intervention, we established new curricula on fractions. Such new curricula was taught in one of elementary school. When we compared results obtained in orodinal class after finishing fraction unit, classes based on the new curricula indicated very deep understanding on fraction.

Report

(4 results)
  • 1999 Annual Research Report   Final Research Report Summary
  • 1998 Annual Research Report
  • 1997 Annual Research Report

Research Products

(20 results)

All Other

All Publications (20 results)

  • [Publications] 吉田甫、河野康文: "割合における構成要素の同定の困難性と問題解決"宮崎大学教育文化学部紀要. 1. 1-9 (1999)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] 吉田甫、河野康文、横田浩: "割合の問題解決におけるインフォーマルな知識の利用"宮崎大学教育文化学部紀要. 2. 123-133 (2000)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] 河野康文、吉田甫: "割合を学習する以前の5年生がもつインフォーマルな知識"宮崎大学・教育実践指導センター紀要. 6. 25-38 (1999)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] 吉田甫、新町芳伸: "The Influence of instructional intervention on children's understanding of fractions"Japanese Psychological Research. 41. 218-228 (1999)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "A utilization of informal knowledge and analyses of strategies in solving ratio problems"Miyazaki University, Research Bulliten. 2 (With Kawano and Yokota). 123-133 (2000)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "Double meaning of negative sign: A cognitive obstacle for children to understand negative numbers"Journal of the Center for Educational Research and Practices in Miyazaki University. 7 (With Nderumaki). 11-22 (2000)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "Analyses of instructional intervention emphasized active meta-cognitive interaction between teacher and pupils"Journal of the Center for Educational Research and Practices in Miyazaki University. 7 (With Hirayama). 23-39 (2000)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "Influence of teaching style in writtten composition on motivation and quality of production"Journal of the Center for Educational Research and Practices in Miyazaki University. 7 (With Oosaki). 41-62 (2000)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "An utilization of informal knowledge and analyses of strategies in solving ratio problems"Miyazaki University, Research Bulliten. 1. 1-9 (1999)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "The influence of instructional intervention on children' s understanding of fractions"Japanese Psychological Research. 41 (With Shinmachi). 218-228 (1999)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "Analyses of meta-cognitive components in school interaction of children and on meta-cognitive discourses in teachers"Journal of the Center for Educational Research and Practices in Miyazaki University. 6 (With Hirayama). 1-8 (1999)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "Analyses of weak consciousness for composition teaching and learning in children and teachers : The difficulty in teaching and learning composition"Journal of the Center for Educational Research and Practices in Miyazaki University. 6 (With Oosaki). 9-24 (1999)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "An analysis of informal knowledge of ratio concepts which fifth graders acquire before formal learning"Journal of the Center for Educational Research and Practices in Miyazaki University. 6 (With Kawano). 25-38 (1999)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "A new approach for activating meta-cognition in students in science teaching"Journal of the Center for Educational Research and Practices in Miyazaki University. 6(With Kuroki). 39-48 (1999)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] "Research and development of a new curriculum for elementary mathematics based on cognitive psychology"Japan Society of Mathematics Education, YEARBOOK. 4. 109-127 (1999)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      1999 Final Research Report Summary
  • [Publications] 吉田甫 河野康文: "割合における構成要素の同定の困難性と問題解決"宮崎大学教育文化学部紀要. 1,. 1-9 (1999)

    • Related Report
      1999 Annual Research Report
  • [Publications] 吉田甫 河野康文 横田浩: "割合の問題解決におけるインフォーマルな知識の利用"宮崎大学教育文化学部紀要. 2. 123-133 (2000)

    • Related Report
      1999 Annual Research Report
  • [Publications] 河野康文 吉田甫: "割合を学習する以前の5年生がもつインフォーマルな知識"宮崎大学・教育実践指導センター紀要. 6. 25-38 (1999)

    • Related Report
      1999 Annual Research Report
  • [Publications] 吉田甫 新町芳伸: "The lntluence of instyuctional lntervention on children's understauding of tractions"Japanese Psychological Research. 41. 218-228 (1999)

    • Related Report
      1999 Annual Research Report
  • [Publications] 吉田甫: "認知心理学を基にした算数・数学カリキュラムの開発と研究" 日本数学教育学会 yearbook. 印刷中. (1999)

    • Related Report
      1998 Annual Research Report

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Published: 1997-03-31   Modified: 2016-04-21  

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