Theoretical and empirical study on revisions of students' false ideas in elementary mathematics education.

Research Project

Project/Area Number	24531138
Research Category	Grant-in-Aid for Scientific Research (C)
Allocation Type	Multi-year Fund
Section	一般
Research Field	Education on school subjects and activities
Research Institution	Kagawa University
Principal Investigator	HASEGAWA Junichi 香川大学, 教育学部, 教授 (90172890)
Project Period (FY)	2012-04-01 – 2015-03-31
Project Status	Completed (Fiscal Year 2014)
Budget Amount *help	¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000) Fiscal Year 2014: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000) Fiscal Year 2013: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000) Fiscal Year 2012: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Keywords	三角形・四角形 / 面積・周長 / 量分数 / 誤判断 / 算数教育 / 面積と周長 / 誤概念 / 小学校算数科 / 誤概念の修正 / 面積 / 基礎的図形概念
Outline of Final Research Achievements	Two categories of concepts, triangles and quadrilaterals, and fractions, are analyzed respectively, with focusing mainly on students' misconceptions, manipulatives and drawnings. The verbal explanations of triangles, quadrilaterals, and fractions are written in mathematics textbooks, however, these do not function as the criteria of mathematical decisions students make. Then adequate drawings and manipulatives are needed to support students' suitable understanding of concepts and ideas. For example, learning of mixed numbers, positioning of fractions on a number line can prompt adequate understanding of fractions. This suggests that the well-suited drawings can make students understand the meaning and significance of mathematical concepts and ideas.