| Budget Amount *help |
¥2,800,000 (Direct Cost: ¥2,800,000)
Fiscal Year 2000: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 1999: ¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 1998: ¥1,200,000 (Direct Cost: ¥1,200,000)
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| Research Abstract |
The research plan of this year and the results are the following.
1. Developing "Teaching Units" and the ways of assessment based on the results from the research of the preceding year :
=> In forming teaching units, we investigate how to implement mathematical tools and how to assess it at the stage of planning in the cycle of Plan-Do-See. Furthermore, we try to analyze them by two axis : one is focusing on various facets of mathematical tools- basic skill, representation, procedure, interpretation, problem solving problem, making tools-, and the other on situations where they are used-choosing tools to calculate, using tools for mathematical exploration and/or explanation, using tools for problem solving in the daily life, using tools in multiple tasks. We worked out and experimented teaching unit in some lessons : "Let's think about from grocery coupons", "Let's play with calculator" and "Let's estimate the rate of success basketball shooting".
2. Developing systems for linking mathematics curriculum, instruction and assessment based on the aspects above :
=> We reached to form several teaching units with our aspects of assessment. Four tasks for the future are remained : first, we need to define mathematical tools in broader sense while we used them in narrow sense ; Second, further examination to the guideline for lesson plans is needed so that teachers could be aware of the use of mathematical tools ; Third, further examination to the evaluation method as to promote the use of tools is needed ; Fourth, further discussion on introducing the "Mathematical Investigation with Tools" as a general strand is needed :
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