| Budget Amount *help |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2012: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2011: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Research Abstract |
I considered that the development of ability of students to make geometrical proof involves what they regard the geometrical graphic as , from as a "entity" to as a "symbol". This research reveal that half of the 2 grade junior high school students cannot regard the geometrical graphic as a "symbol" than as a "entity".
From the point of view of three types of mathematics teaching tools, "a teaching tool of explanation", "a teaching tool to develop problem" , "a teaching tool to create a context of discovery", I developed the teaching methods that take advantage of the personal computer to encourage the development of ability of students to make geometrical proof. The research in teaching practice on these teaching methods with personal computer verified its educational effectiveness.
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