| Budget Amount *help |
¥13,260,000 (Direct Cost: ¥10,200,000、Indirect Cost: ¥3,060,000)
Fiscal Year 2013: ¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2012: ¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2011: ¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2010: ¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2009: ¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
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| Research Abstract |
As a result of this research, the lesson which we propose leaves the responsibility for learning to children. Such a type of lesson demands a new view for teaching-materials that children re-invent mathematics through communication. The development of teaching-materials toward a new mathematics will be approached by adopting this teaching-materials view. The viewpoint of the emergence process of communication is valuable because of it reveals the mechanism peculiar to mathematics buried in the conventional lesson process, and it makes clear the essence of learning of mathematics as the cognitive process of emergence. By adopting this new viewpoint of the emergence process of communication, the new target, contents of teaching-materials, and teaching method were actualized, and the necessity and importance of reconstructing teaching materials from the viewpoint of emergence were clarified by this empirical research in hearing-impaired schools or hearing schools.
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