| Project/Area Number |
22730689
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Shiga University |
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Principal Investigator |
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| Project Period (FY) |
2010-04-01 – 2013-03-31
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2010: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Keywords | 数学的理解 / 説明 / 手続き / 根拠 / モデル化 / 説明する活動 / 分析モデル / 「図形」領域 / 小中接続 / 図形学習 / 超越的再帰モデル |
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| Research Abstract |
In this study, it paid attention to valuing "students' explanations in mathematical classroom" First of all, it was assumed that it was shown by the utterance and the activity of the learners who was able to relate "Procedure" and "Reasons" with the explanation that was able to be judged to be "It was arithmetic and understood mathematically". Next, it was placed to construct and to prove the model by which the learner's explanation was analyzed in the research topic.
Consequently, the following two points were clarified; (1)To analyze "Explanation of the procedure" and "Explanation of reasons" about the student's utterance distinguishing, and to do qualitative consideration and a quantitative analysis of "Explanation of the fact" because it is often used as reasons for "Explanation of the fact(Ex: A result of measurement)" to be proof of the correctness of the procedure, speciously in the figure study.
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