| Project/Area Number |
12680243
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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 |
教科教育
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| Research Institution | Akita University |
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Principal Investigator |
KAMADA Tsugio Akita University, Faculty of Education and Human Studies, Professor, 教育文化学部, 教授 (90185976)
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| Co-Investigator(Kenkyū-buntansha) |
DU Wei Akita University, Faculty of Education and Human Studies, Associate Professor, 教育文化学部, 助教授 (30240683)
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| Project Period (FY) |
2000 – 2001
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| Project Status |
Completed (Fiscal Year 2001)
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| Budget Amount *help |
¥1,400,000 (Direct Cost: ¥1,400,000)
Fiscal Year 2001: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2000: ¥700,000 (Direct Cost: ¥700,000)
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| Keywords | Portfolio evaluation / Reflective thinking / Zeigarnik effect / Metacognition / Autonomous learning / AHA experience / Mathematical thinking / Word problem / スパイラル教材 / Zeigarnik effect / SD尺度 / 教材開発 / 対話 / 意味論 / 数学用語 / 数学的表記 / 数学不安 |
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| Research Abstract |
The word "portfolio" means anything of a cumulative student writing folder. A portfolio generally reflects actual students' work and intellectual growth in one subject area over time.
The objective of this study is:
(1) to develop mathematical test items to be used as portfolio materials,
(2) to provide important affective variables that are closely related to the portfolio process and make up a classroom model of mathematics for students' autonomous learning behavior.
The developed tests in the study consist of 46 items, the content of which includes reading comprehension, word problems, plane-space concepts, l inear function, and so forth. The following conclusion was derived by analyzing the test results and protocols which are obtained from subjects.
Affective variables that are importantly related to the portfolio process are motivational self-thoughts in mathematical thinking and reflective thinking with AHA-experience. The classroom model with "Zeigarnik effect" devised in this study also seems to foster students' autonomy and to facilitate their metacognitive strat-egies.
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