Relationship between elementary school students' identities on mathematics and construction of mathematical knowledge in elementary mathematics classrooms
| Project/Area Number |
24501045
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Joetsu University of Education |
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Principal Investigator |
TAKAHASHI Hitoshi 上越教育大学, 学校教育研究科(研究院), 准教授 (80293273)
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| Project Period (FY) |
2012-04-01 – 2015-03-31
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| Project Status |
Completed (Fiscal Year 2014)
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| Budget Amount *help |
¥3,380,000 (Direct Cost: ¥2,600,000、Indirect Cost: ¥780,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2013: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2012: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
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| Keywords | アイデンティティ / 算数学習 / 算数授業 / 価値観 / 情意 / 集団意識 / アイデンティティー / 算数 / アイディンティティー |
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| Outline of Final Research Achievements |
The second grade elementary school students formulated identities on elementary mathematics. However, these identities were not so stable but fluid. In the third grade they were conscious of their ‘self’. Some were conscious of their goal of future and reason why they should learn elementary mathematics. In the fourth grade influence of family to formulation of identities on elementary mathematics decreased gradually. The influence of family was still superior, but conscious of their ‘self’ was more superior element for formulating identities on elementary mathematics. It was also found that identities on elementary mathematics influenced stronger on constructing elementary mathematical knowledge in proportion as their moving up to next grade.
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Report
(4 results)
Research Products
(6 results)
