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Analyses of both informal knowledge and cognitive barriers in ratio concepts

Research Project

Project/Area Number 12610135
Research Category

Grant-in-Aid for Scientific Research (C)

Allocation TypeSingle-year Grants
Section一般
Research Field 教育・社会系心理学
Research InstitutionRitsumeikan University (2001-2002)
University of Miyazaki (2000)

Principal Investigator

YOSHIDA Hajime  College of Letters, Professor, 文学部, 教授 (80094085)

Co-Investigator(Kenkyū-buntansha) KURIYAMA Kazuhiro  Kyushu University on welfare and health, Professor, 社会福祉学部, 教授 (10170094)
添田 佳伸  宮崎大学, 教育文化学部, 助教授 (00197005)
宇田 廣文  宮崎大学, 教育文化学部, 教授 (50040994)
Project Period (FY) 2000 – 2002
Project Status Completed (Fiscal Year 2002)
Budget Amount *help
¥3,700,000 (Direct Cost: ¥3,700,000)
Fiscal Year 2002: ¥1,100,000 (Direct Cost: ¥1,100,000)
Fiscal Year 2001: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2000: ¥1,700,000 (Direct Cost: ¥1,700,000)
Keywordsfraction / cognitive obstacles / understanding / instructional intervention / 概念理解 / 繰り方略
Research Abstract

The present study was designed to test the hypothesis that acquisition of the concepts of equal-partitioning and equal-whole, which constitute implicit knowledge in fractions, promotes understanding of fractions. To test the hypothesis an experimental program based on both the equal-partitioning and equal-whole was developed for three third grade classrooms in a Japanese elementary school. As a control, conventional teaching based on a Japanese textbook was provided in two third grade classrooms. The present study tested the hypothesis that students given such an intervention program would understand order and magnitude as central characteristics of fractions better than those who had been instructed using a traditional textbook. Students in the experimental group showed significantly better understanding of the equal-partitioning of fractions and the representation of the sizes of fractions than did those in the textbook group. There were, moreover, no differences between the experimental and textbook groups in the performance of routine tasks frequently found in the textbook. These results are discussed in view of the important instructional aims of having students understand fractions.

Report

(4 results)
  • 2002 Annual Research Report   Final Research Report Summary
  • 2001 Annual Research Report
  • 2000 Annual Research Report

Research Products

(7 results)

All Other

All Publications (7 results)

  • [Publications] 吉田 甫: "関係の推理と量的推理:割合概念の場合"立命館人間科学研究. 4. 1-8 (2002)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      2002 Final Research Report Summary
  • [Publications] Yoshida H., Sawano K.: "Overcoming cognitive obstacles in learning fractions : Equal-partitioning and equal-whole"Japanese Psychological Research. 44. 183-195 (2002)

    • Description
      「研究成果報告書概要(和文)」より
    • Related Report
      2002 Final Research Report Summary
  • [Publications] Yoshida Hajime: "Inference of relation and inference of quantity"Ritsumeikan Journal of Human Science. 4. 1-8 (2002)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      2002 Final Research Report Summary
  • [Publications] Yoshida H. & Sawano K.: "Overcoming cognitive obstacles in learning fractions: Equal-partitioning and equal-whole"Japanese Psychological Research. 44. 183-195 (2002)

    • Description
      「研究成果報告書概要(欧文)」より
    • Related Report
      2002 Final Research Report Summary
  • [Publications] 吉田 甫: "関係の推理と量的推理:割合概念の場合"立命館人間科学研究. 4. 1-8 (2002)

    • Related Report
      2002 Annual Research Report
  • [Publications] Yoshida H., Sawano K.: "Overcoming cognitive obstacles in learning fractions : Equal-partitioning and equal-whole"Japanese Psychological Research. 44. 183-195 (2002)

    • Related Report
      2002 Annual Research Report
  • [Publications] 吉田甫: "割合の問題解決におけるインフォーマルな知識の利用"宮崎大学教育文化学部紀要. Vol.2. 123-133 (2000)

    • Related Report
      2000 Annual Research Report

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Published: 2000-03-31   Modified: 2016-04-21  

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