| Project/Area Number |
22730692
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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 | Fukuoka University of Education |
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Principal Investigator |
IWATA KOJI 福岡教育大学, 教育学部, 准教授 (90437541)
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| Research Collaborator |
HATTORI Yuichiro 広島大学附属福山中, 高等学校, 教諭
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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 |
¥2,990,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥690,000)
Fiscal Year 2013: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2012: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2011: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2010: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | 数学教育 / 問題解決 / 実践研究 / 科学教育 |
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| Research Abstract |
In this study, I examined the views and the actual state of academic ability in Japan, and investigated the role of the teacher in the stage of problem-understanding in teaching via problem solving, focusing on the teaching-learning process of the introduction to "geometrical proof" and "sine theorem". As a result, it is suggested that the effect of emphasizing on the necessity to solve the problem is limited for recognizing the problem as one's own problem. Instead, the effectiveness of finding a problem (proposition) through concrete activity and recognizing a limit of it was suggested. Besides, such an activity might contribute to the change of the students' view of the way of learning of mathematics.
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