| Budget Amount *help |
¥16,770,000 (Direct Cost: ¥12,900,000、Indirect Cost: ¥3,870,000)
Fiscal Year 2021: ¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2020: ¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2019: ¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2018: ¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
Fiscal Year 2017: ¥3,900,000 (Direct Cost: ¥3,000,000、Indirect Cost: ¥900,000)
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| Outline of Final Research Achievements |
At the elementary and secondary education level, there is an assumption that "literal symbols such as a,x " can express generality, while "numerical symbols " using numbers cannot. However, looking at the history of mathematics, before the development of written notation, "numerical formulas" were used to imply generality and to develop arguments. In this study, we named the numbers that imply generality in "numerical expressions" as "quasi-variables," focused on the function of quasi-variables, developed new teaching materials, and at the same time, examined and improved existing teaching materials from the viewpoint of quasi-variables to construct a curriculum proposal for algebraic thinking and expression. Furthermore, we conducted a comprehensive survey of students and teachers after the experimental lessons and evaluated the curriculum.
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