| Project/Area Number |
10680195
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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 |
Science education
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| Research Institution | Keio University |
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Principal Investigator |
SUDA Hiroshi Keio University, Faculty of Business and Commerce, Profesor, 商学部, 教授 (80046268)
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| Co-Investigator(Kenkyū-buntansha) |
YAMASHITA Hajime Waseda University, Faculty of Politics and Economics, Profesor, 政治経済学部, 教授 (40112990)
TAKENAKA Yoshiko Keio University, Faculty of Economics, Professor, 経済学部, 教授 (20051617)
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| Project Period (FY) |
1998 – 1999
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| Project Status |
Completed (Fiscal Year 1999)
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| Budget Amount *help |
¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 1999: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 1998: ¥1,000,000 (Direct Cost: ¥1,000,000)
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| Keywords | Fuzzy Theory / Foundations of Mathematics / Mathematics Education / Junior High School / Senior High School / Basic Education of University / Fuzzy Graph / Fuzzy Reasoning |
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| Research Abstract |
First purpose of this research is practicing at non-engineering course of university and investigating, analyzing and examining the problem points of instruction and educational skill. We tried a synthetic education seminar "Introduction of Fuzzy Theory" at Keio University (Business and Commerce course) in which we attached importance to 'fuzzy' ('98) and 'mathematics' ('99). Every time, we investigated the correspondence of students. Consequently, it became clear that the contrivance of teaching program using close-at-home examples is important. We have reported a part at SOFT, but we intend to arrange these results with improved teaching program and report at ICME9, August 2000.
Second purpose is practicing at education course and technology one of university and enriching instructions for each course. We tried ''Fuzzy Educational Infomatics" at Waseda University (M.N.C. course) and cultural seminar ''Human and Fuzzy" at Nihon University (Science and Technology course). According to q
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uestionnaires, if we only explain mathematically students cannot understand enough, but if we show many examples they can understand imaginarily. Then we have developed several concrete examples and reported at Mathematics Education Society and SOFT. We have to continue to develop concrete examples.
Concerning third purpose, we have practiced special lessons ''The Foundation of Fuzzy Theory" and ''Fuzzy Theory and its Applications" for 3rd-year students of Waseda Jitsugyo Senior High School. From questionnaires we have gotton variable data for the sake of 'period of integrated learning'. And we held a combinative workshop with researchers of Osaka-area about concrete examples relative to daily lives of students.
Fourth purpose is applications of fuzzy theory to education. As to the studies of educational evaluation method applying fuzzy resoning, sociometry analysis applying fuzzy node fuzzy graph and rating of clustering level applying fuzzy decision, we made to forward and could strengthen mathematical foundations. Less
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