| Project/Area Number |
11680182
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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 | Kanazawa University |
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Principal Investigator |
OHTANI Minoru Kanazawa University, Faculty of Education, Associate Professer, 教育学部, 助教授 (50241758)
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| Project Period (FY) |
1999 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥3,100,000 (Direct Cost: ¥3,100,000)
Fiscal Year 2001: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2000: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 1999: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | Mathematical Activity / Articulation / Curriculum Development / 比例 / 授業過程 / カリキュラム評価 / 現実的数学教育 |
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| Research Abstract |
There has been a growing consensus among research community about the necessity for developing well-articulated curriculum based on mathematical activity that encompass elementary and secondary school level. The research focuses on the three levels of curriculum development : intended curriculum, implemented curriculum, and attained curriculum. The investigation consists of three parts. First part addresses intended curriculum, which involves an indication of the theoretical framework for developing well-articulated curriculum based on mathematical activity. The theoretical framework has been influenced by the theoretical underpinnings of Realistic Mathematics Education. Central to its formulations is the notion that mathematics is an organizing activity by mathematical means. Second part addresses implemented curriculum, which involves design of teaching unit for proportional function at sixth and seventh grades. The third part addresses attained curriculum, which involves description and analysis of teaching experiment, which are implemented at two public schools located at Kanazawa city. Every lesson was audiovideo taped for later analysis. The analysis involves description and interpretation of an episode that occurred during a participant observation. Qualitative analysis of mathematics classroom detected several specific patterns of mathematical activity. These researches showed how do teacher and students structure, use and elaborate proportional function as they go through sixth and seventh grades. These results suggest some basic principles for developing articulated curriculum based on mathematical activity.
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