| Project/Area Number |
13680327
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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 | KAWAMURA-GAKUEN WOMEN'S UNIVERSITY |
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Principal Investigator |
HARADA Kohei KAWAMURA-GAKUEN WOMEN'S UNIVERSITY, FACULTY OF EDUCATION, PROFESSOR, 教育学部, 教授 (10238181)
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| Co-Investigator(Kenkyū-buntansha) |
NOHDA Nobuhiko UNIVERSITY OF IWATE, FACULTY OF EDUCATION, PROFESSOR, 教育学部, 教授 (80020121)
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| Project Period (FY) |
2001 – 2002
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| Project Status |
Completed (Fiscal Year 2002)
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| Budget Amount *help |
¥4,000,000 (Direct Cost: ¥4,000,000)
Fiscal Year 2002: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2001: ¥2,800,000 (Direct Cost: ¥2,800,000)
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| Keywords | MISCONCEPTION / TEACHING METHOD OF MATHEMATICS / PROOF / GEOMETRY / 証明問題 |
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| Research Abstract |
The purpose of this research is to develop of teaching method of mathematics based on overcoming students' misconceptions in mathematics learning, according to the theory of interaction in cognitive development in Genevan school. We especially apply "dialectic-didactical method" in the theory of interaction to the means of overcoming students' misconceptions in geometry learning.
For the purpose of this research, we constructed a teaching method of mathematics based on Brousseau's theory of didactical situation and planned didactical experiments. The problems of experiments are two kinds of geometrical proof-problems, that one can be solved by using conditions of congruence of triangles and another one can be solved by theorem of ratios of sides of triangles. In this problem solving, we identified a student's misconception: the student realizes there are three points on one straight line based on "perceptive apprehension" for geometrical figure. In order to overcome the student's misconception, we also designed a sequence of three didactical situations: "situation for recognizing misconceptions", "situation for overcoming misconceptions" and "situation for using new knowledge".
In order to demonstrate the usefulness of the teaching method, we made for didactical experiments on the second and third grade students in junior high school. From the results of experiments, we could clarify that the students could overcome their misconceptions through the teaching method and produce mathematically various actions in new problem solving. We think that the fact shows that the teaching method is useful for the students.
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