| Co-Investigator(Kenkyū-buntansha) |
SUMIYA Tomohiko Osaka Prefectural Education Center, Subject Studies Researcher & Supervisor, 教科教育部・コンピュータ研修室, 研究員兼指導主事 (00311465)
DOUNOMOTO Atsuhiro Osaka Prefectural Education Center, Subject Studies Researcher & Supervisor, 教科教育部・教科教育室, 研究員兼指導主事 (30300990)
KOBATA Hisashi Osaka Prefectural Education Center, Subject Studies Researcher & Supervisor, 教科教育部・教科教育室, 研究員兼指導主事 (40332415)
柳本 光久 大阪府教育センター, 教科教育部・教科教育室, 研究員兼指導主事 (10280827)
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| Budget Amount *help |
¥3,600,000 (Direct Cost: ¥3,600,000)
Fiscal Year 2000: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1999: ¥2,900,000 (Direct Cost: ¥2,900,000)
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| Research Abstract |
Regarding as the development of pupils' recognition ability about quantity and figure in studying mathematics, we have been elucidating the contents of basic concepts and the acquisition process by pupils, focusing on the elementary school mathematics, since 1999. The method consists not only of observing and recording pupils' activity for problem solving by themselves in class of cooperative schools, but also of asking teachers and pupils essential questions in remote team teaching by the video conference from Osaka Prefectural Education Center.
In the third term of 1999, "Regular Polygons" and "Ratio" for fifth graders, in the first term of 2000, "Proportion" and "Multiplication of Fraction" for sixth graders, in the second term, "Area" for fourth graders, and "Proportion", "Solid" for sixth graders were executed in the schools, and observed, recorded, and analyzed in our center.
The key points of the acquisition of basic concepts by pupils obtained through the observation are as follo
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In "Area", there are (1) bigness and smallness comparison, (2) unit square and measurement by it, and (3) measuration by division, supplementation and transformation.
In "Fraction, Ratio and Proportion", there are (1) the difference and feature between round numbers and fraction (or decimal), (2) thoroughness of view points of fraction for division and for inclusion relating to ratio, proportion, and multiple, (3) how to grasp the idea of common unit in sum (or difference) and in product (or quotient), (4) grasp of proportion by reasonable construction of segment figures, (5) systematic grasp of proportional relations by chart, expression and graph.
In "Regular Polygon", there are (1) grasp of feature and character by various consideration, (2) construction by the feature, (3) difference between real measurement and logical recognition, (4) confirmation by constructible elements of figures.
In "Solid", there are (1) grasp of feature and character of prism and pyramid by observation, (2) recognition of base and side face, (3) drawing development and composition of solid, (4) confirmation by constructible elements of figures. Less
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