| Project/Area Number |
16530575
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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 |
Education on school subjects and activities
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| Research Institution | Shinshu University |
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Principal Investigator |
IWANAGA Yasuo Shinshu University, Faculty of Education, Professor (80015825)
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| Co-Investigator(Kenkyū-buntansha) |
MIYAZAKI Mikio Shinshu University, Faculty of Education, Associate Professor (10261760)
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| Project Period (FY) |
2004 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥3,210,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥210,000)
Fiscal Year 2007: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2006: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2005: ¥900,000 (Direct Cost: ¥900,000)
Fiscal Year 2004: ¥800,000 (Direct Cost: ¥800,000)
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| Keywords | Junior high school / Democratic Basics / Mathematics / Mathematical Proof / 民主的資質 |
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| Research Abstract |
The aims of research are to develop new curriculum of mathematical proof to cultivate democratic dispositions, and to verify the validity of teaching and learning along with the curriculum. Main results of research are followings.
● Establishing theoretical framework to develop new curriculum of mathematical proof which cultivates democratic dispositions
Through connecting the levels of understanding definition in mathematics education (Level 0: Figural properties, Level 1: definition of figures, Level 2: absolute attributes of definitions, Level 3: relative attributes of definitions) with the levels of understanding social norms as democratic dispositions (Level 0: pre-norms, Level I: norms, Level II: absolute attributes of norms, Level III: Relative attributes of norms) theoretical framework to develop new curriculum of mathematical proof could be established.
● Developing curriculum with the established framework and verifying the validity of it Along with the established framework new curriculum connecting the unit "plane geometry" in mathematics education with the unit "social norms" in moral education could be developed. For 8th graders of public junior high school the curriculum was put into practice, and the effectiveness and limitation could be identified。
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