| Project/Area Number |
09610131
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教育・社会系心理学
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| Research Institution | MIYAZAKI UNIVERSITY |
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Principal Investigator |
YOSHIDA Hajime MIYAZAKI UNIVERSITY, FACULTY OF EDUCATION AND CULTURE, PROFESSOR, 教育文化学部, 教授 (80094085)
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| 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)
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| Project Period (FY) |
1997 – 1999
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| Project Status |
Completed (Fiscal Year 1999)
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| 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)
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| Keywords | ratio 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 |
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| 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.
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