| Project/Area Number |
16300247
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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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 | UNIVERSITY OF TSUKUBA |
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Principal Investigator |
SHIMIZU Shizumi UNIVERSITY OF TSUKUBA, GURADUATE SCHOOL OF COMPREHENSIVE HUMAN SCIENCE, ASSOCIATE PROFESSOR, 大学院人間総合科学研究科, 助教授 (20115661)
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| Co-Investigator(Kenkyū-buntansha) |
ISODA Masami UNIVERSITY OF TSUKUBA, GURADUATE SCHOOL OF COMPREHENSIVE HUMAN SCIENCE, ASSOCIATE PROFESSOR, 大学院人間総合科学研究科, 助教授 (70212967)
TANAKA Touji UNIVERSITY OF TSUKUBA, GURADUATE SCHOOL OF COMPREHENSIVE HUMAN SCIENCE, PROFESSOR, 大学院人間総合科学研究科, 教授 (40128046)
WATANABE Kimio UNIVERSITY OF WASEDA, FACULTY OF EDUCATION, PROFESSOR, 教育学部, 教授 (50015913)
SHIMADA Kazuaki UNIVERSITY OF CHIBA, FACULTY OF EDUCATION, PROFESSOR, 教育学部, 教授 (60170940)
MIYAZAKI Mikio UNIVERSITY OF SHINSYUU, FACULTY OF EDUCATION, ASSOCIATE PROFESSOR, 教育学部, 助教授 (10261760)
松尾 七重 千葉大学, 教育学部, 助教授 (70292654)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥5,600,000 (Direct Cost: ¥5,600,000)
Fiscal Year 2006: ¥1,400,000 (Direct Cost: ¥1,400,000)
Fiscal Year 2005: ¥2,000,000 (Direct Cost: ¥2,000,000)
Fiscal Year 2004: ¥2,200,000 (Direct Cost: ¥2,200,000)
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| Keywords | MATHEMATICAL ACTIVITIES / PROCESS SKILLS / CURRICULUM / SCHOOOL MATHEMATICS / プロセススキル |
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| Research Abstract |
OBJECTIVES OF THIS STUDY ARE CLARIFYING THE FUNDAMENTAL BASIS OF SCHOOL MATHEMATICS CURRICULUM CORED WITH MATHEMATICAL ACTIVITIES. AT FIRST, WE SET TOW ACTIVITIES AS THE CORE ACTIVITIES OF DOING MATHEMATICS. ONE IS CREATING/MAKING MATHEMATICS. THE OTHER IS USING/APPLYING MATHEMATICS. THESE ACTIVATES MUST BE SUPPORTED SUITABLE PROCESS SKILLS. SO, WE DISCUSS HOW TO CONSTRUCT THEM ACCORDING TO MATHEMATICAL CONTENTS. FOR EXAMPLE, HOW TO MAKE ALGORITHM, TO USE EQUATIONS, TO CONSTRUCT PROOF/EXPLANATION, ETC.
WE TRIED SEVERAL PRACTICES AT ELEMENTARY AND JUNIOR SECONDARY SCHOOLS ACCORDING TO THE RESEARCH FRAMEWORK. WE GOT SOME EVIDENCE TO IMPROVE CLASSROOM LESSON BY INTRODUCING MATHEMATICAL ACTIVITIES. IT IS NEEDED THAT TEACHERS STRUCTURALIZE THE CLASSROOM LESSON. WE TRIED TO INTRODUCED FOUR STAGES. FIRST STAGE IS GRASPING THE CRITICAL POINTS OF THE PROBLEM AND DEVELOPING THE PLAN TO SOLVE IT. SECOND STAGE IS SOLVING PROBLEMS BY ONESELF AND SUMMING UP THE RESULTS FOR SHARING THE IDEAS IN CLASSROOM. THIRD IS DISCUSSING THE ANSWERS, METHODS, IDEAS, ETC. WITH COLLEAGUES AND TEACHER. FINALLY, THE OUTCOME OF LESSON IS CLARIFIED. AND REFLECT THE PROCESSES OF PROBLEM SOLVING PROCESS FOR FINDING THE NEW PROBLEMS AND LOOKING FOR BETTER SOLUTIONS OR APPROACHES.
WE FIND OUT THE NEW RESEARCH PROBLEMS TO BE SOLVED IN THE NEAR FUTURE TO ORGANIZE MATHEMATICAL ACTIVITIES IN CLASSROOM LESSON. ONE IS TO DEVELOP THE METHOD FOR EVALUATING THE PUPILS' MATHEMATICAL ACTIVITIES. THE OTHER IS TO CLARIFY AND DEVELOP THE SUITABLE ENVIRONMENT FOR MATHEMATICAL ACTIVITIES.
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