| 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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| 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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