A study on designing lessons and teaching units for developing advanced geometrical thinking in mathematics education
| Project/Area Number |
23730829
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Hiroshima University |
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Principal Investigator |
KAGEYAMA Kazuya 広島大学, 教育学研究科(研究院), 准教授 (60432283)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2011: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | 高次の幾何的思考 / 身体的認知 / 身体的認知理論 / 質的研究 / 変換幾何 / 投影的な見方 |
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| Research Abstract |
The aim of this study is to improve and develop teaching geometry in secondary school for developing advanced geometrical thinking. For this aim this study clarifies students' geometrical thinking through both theoretical and empirical considerations.
This study descrived a process of geometrical thinking from the viewpoint of formalization of mathematics and setting definitions based on findings of its recursive nature and embodiment theory. Especially actual geometrical thinking is consisted of complex interactions between cognition and conception. This study presented the descriptive framework having this both aspects and argued that mathematical rules let this interactions enhance mathematically.
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Report
(4 results)
Research Products
(21 results)
