| Project/Area Number |
17K00967
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Science education
|
|---|
| Research Institution | Aichi University of Education |
|---|
Principal Investigator |
|
|---|
| Project Period (FY) |
2017-04-01 – 2020-03-31
|
| Project Status |
Completed (Fiscal Year 2019)
|
| Budget Amount *help |
¥4,550,000 (Direct Cost: ¥3,500,000、Indirect Cost: ¥1,050,000)
Fiscal Year 2019: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2018: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2017: ¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
|
|---|
| Keywords | 数学教育学 / 動的幾何 / 数学的探究 / 科学教育 / 授業研究 / 理数探究 / 数学教育 / テクノロジー / 作図ツール / 数学的問題解決 / 教育用ソフト開発 / ＩＣＴ利用 / 教材開発 |
|---|
| Outline of Final Research Achievements |
Using mathematical software, we can observe various phenomena. We can interprete them, and make new problem. In some problem, we found some facts which were named "monster", with which we realized that this problem was very interesting. We can select mathematical reasoning to solve it or improvement of the program to observe much. We did case studies about such mathemaitcal inquiry using dynamic geometry software GC/html5 and mathematical inquiry using Python and mathematica. And we did lesson study using GC/html5 at ten (junoir and sinior high) schools. In the case of using motion detector, we can get the graph easily and can do decision making about what to do next. In in the senior high school lesson, student could do many trials of experiment to get nice data.
|
| Academic Significance and Societal Importance of the Research Achievements |
学校数学で扱う範囲の問題でも, 数学用ソフトを使うと, 多くの数学的現象を観察することができ, 時には未解決の問題があることも実感でき, 次に何をすべきかを考えるべき数学的探究の可能性が広がることを, 具体的な事例とともに示すことができた。また, 距離センサなどを使った実験では, 実験の精度が高くなるでけでなく, すぐに結果を可視化されその場で検討できることから, よりよい実験の仕方などを高校生が考えることに焦点を当てた実践が行えた。数学用ソフトを使って探究の多様性に焦点を当てた教材開発や授業実践のための具体的事例と今後への指針を提供することができた。
|
