Mathematics Education based on Modelism
| Project/Area Number |
22500804
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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 |
Science education
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| Research Institution | Yokohama National University |
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Principal Investigator |
IKEDA Toshikazu 横浜国立大学, 教育人間科学部, 教授 (70212777)
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| Project Period (FY) |
2010-04-01 – 2014-03-31
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2011: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2010: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | モデル / 数学教育 / 数学的思考 / 表現 / 推論 / 対象 / 集合関係 / 数学第一類・二類 / 生活単元学習 / 数学教育の現代化 / オープンエンドアプローチ / 問題づくり / 数学的モデリング / モデル主義 / 数学学習 / 具体化 / 抽象化 / 数学的モデル |
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| Research Abstract |
It was pointed to at least two distinct meanings for model in respect of their epistemological assumptions and implications for teaching. The two distinct meanings we identify are: (1) models as hypothetical spaces in which we conceptualize a particular world situation in order to think about and work on it in order to solve a problem, and (2) models as physical/mental entities for comparing and contrasting which we can use to refer to a different familiar situation, and which can be compared or contrasted among themselves in terms of their capacity to represent and deepen our understanding of some particular phenomenon in the world. Two roles of models are discussed concretely both in elementary and secondary mathematics.
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Report
(5 results)
Research Products
(27 results)
