Practical Research on the Development and Evaluation of the Teaching Materials for Students to Approach in a Trial-and-Error Method on Mathematics in National College of Technology
| Project/Area Number |
16500566
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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 | Institute of National Colleges of Technology, Ichinoseki National College of Technology |
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Principal Investigator |
UMENO Yoshio Institute of National Colleges of Technology, Ichinoseki National College of Technology, Development of General Education, Professor, 一般教科自然科学系, 教授 (30042211)
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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 |
¥1,000,000 (Direct Cost: ¥1,000,000)
Fiscal Year 2005: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2004: ¥500,000 (Direct Cost: ¥500,000)
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| Keywords | Mathematics Education / graphing calculators / trial-and-error method / open-end problems |
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| Research Abstract |
The aim of this study is to collect and develop the teaching materials on mathematics which Students need to approach by trial and error, and to establish the method of evaluation of students' homework. In order to do this, we lent students a graphing calculator and then, assigned them homework during summer and winter holidays. We made students think, for example, about Pythagorean numbers, binomial coefficients or graphs of functions containing an absolute sign, etc. The survey was carried out on the first year students.
Many students said that thinking about these homework was interested and helpful, moreover, these remarks turned out to be independent of their achievements and their interest in mathematics. Then we studied relations among several evaluation items : the numbers of assignments, the levels of generalization about mathematics, and growing possibilities of their thinking, etc.
The educational significance of these open-ended assignments is as follows :
(1)Many students, even those who achieved poorly, can take notice of mathematical properties, and they can enjoy learning mathematics.
(2)It is not necessary to change a syllabus for mathematics when we assign students homework.
We regret that we could not establish the method of evaluation of homework, however, we could get some perspective to do it, so we shall continue to study to establish it.
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Report
(3 results)
Research Products
(8 results)
