Development of task design principles for promoting mathematical activity involving assumptions in school mathematics
| Project/Area Number |
18K18636
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| Research Category |
Grant-in-Aid for Challenging Research (Exploratory)
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| Allocation Type | Multi-year Fund |
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| Review Section |
Medium-sized Section 9:Education and related fields
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| Research Institution | University of Tsukuba (2021-2022)
Shinshu University (2018-2020) |
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Principal Investigator |
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| Project Period (FY) |
2018-06-29 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥6,370,000 (Direct Cost: ¥4,900,000、Indirect Cost: ¥1,470,000)
Fiscal Year 2020: ¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2019: ¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2018: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 算数・数学 / 前提追究 / 教材開発 |
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| Outline of Final Research Achievements |
This research project aimed to develop task design principles for promoting mathematical activity involving assumptions in school mathematics. I specified learning goals targeted in this project from the perspective that truth in mathematics depends on assumptions and used the literature to construct a preliminary version of task design principles. I then implemented tasks designed based on these principles in primary and secondary schools and analysed the implementation to refine the preliminary principles. From this project, I showed that the refined principles can underpin the design of tasks for achieving the intended learning goals.
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| Academic Significance and Societal Importance of the Research Achievements |
従来の数学教育では，前提が明確な状況で推論を積み重ねる論理的思考力の育成が志向されてきたが，日常社会では条件が明確な問題に直面することは少ない。そこで本研究では前提追究活動に着目し，真に生きて働く力を算数・数学科で育成することを目指した。さらに，個々の具体的な課題を設計することよりも，そうした課題設計を裏付ける一般的な設計原理を開発した。これにより，原理に基づいて，研究で開発した課題以外にも多くの課題を設計できるようになることが期待される。
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Report
(6 results)
Research Products
(37 results)
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[Journal Article] Curriculum development for explorative proving in lower secondary school geometry: Focusing on the levels of planning and constructing a proof2019
Author(s)
Miyazaki, M., Nagata, J., Chino, K., Sasa, H., Fujita, T., Komatsu, K., & Shimizu, S.
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Journal Title
Frontiers in Education
Volume: 4(31)
DOI
Related Report
Peer Reviewed / Open Access / Int'l Joint Research
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[Journal Article] Domain-specific frameworks for curriculum development of explorative proving in junior high school mathematics2018
Author(s)
Miyazaki, M., Nakagawa, H., Chino, K., Iwata, K., Komatsu K., & Fujita, T.
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Journal Title
School mathematics curriculum reforms: Challenges, changes and opportunities (ICMI Study 24 conference proceedings)
Volume: -
Pages: 269-276
Related Report
Peer Reviewed / Open Access
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[Presentation] The role of ‘opportunity to learn’ in the geometry curriculum: A multilevel comparison of six countries2019
Author(s)
Bokhove, C., Miyazaki, M., Leung, A., Mok, I., Komatsu, K., & Chino, K.
Organizer
2019 American Educational Research Association Annual Meeting
Related Report
Int'l Joint Research
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