| Project/Area Number |
16500550
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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 |
Science education
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| Research Institution | HIROSHIMA UNIVERSITY |
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Principal Investigator |
BABA Takuya Hiroshima University, Graduate School for International Development and Cooperation, Associate Professor, 大学院・国際協力研究科, 助教授 (00335720)
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| Co-Investigator(Kenkyū-buntansha) |
IWASAKI Hideki Hiroshima University, Graduate School of Education, Professor, 大学院・教育学研究科, 教授 (50116539)
WATANABE Shin Tokai University, Faculty of Marine Science, Associate Professor, 海洋学部, 助教授 (70240489)
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| Project Period (FY) |
2004 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥2,100,000 (Direct Cost: ¥2,100,000)
Fiscal Year 2005: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2004: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Keywords | Affective Aspect / Mathematical Views / Ethnomathematics / Transition |
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| Research Abstract |
1.Background and Purpose
According to TIMSS (1995,1999), Japanese children occupy the last position against the item whether they like mathematics or not. Since the affective aspect has continuing effects, the problem is more serious. In its background, there is a fact that children don' t think mathematics cannot be something which can be found in their daily life.
Therefore, in this research, we employ the perspective of the ability to link mathematics and society, which includes horizontal mathematization and application of mathematics (Nagasaki, 1999). Junior secondary mathematics increases its abstractness sharply since it is in transition from primary school mathematics to high school mathematics. This research aimed at development of teaching and learning materials to promote children's ability to link mathematics and society utilizing ethnomathematics abundant within socio-cultural setting.
2.Summary of Research Result
In order to attain the above purpose,
(1)We collected references in relation with this theme and reviewed critically them,
(2)We took up a new principle of Verb-based curriculum and showed direction of curriculum construction based on activity.
(3)We summarized some demonstration lessons and listed up the future issues.
In the beginning, we put our emphasis on formation of the children's ability to link mathematics and society and their change in views of mathematics, but shifted towards laying the solid foundation of research. We held two symposiums in relation with this themes.
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