Study about embodiment of the lesson of problem solving in mathematics
| Project/Area Number |
25350183
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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 | Hokkaido University of Education |
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Principal Investigator |
SOMA KAZUHIKO 北海道教育大学, 教育学部, 教授 (40261367)
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| Co-Investigator(Kenkyū-buntansha) |
KUNIMUNE SUSUMU 静岡大学, 教育学部, 名誉教授 (50214979)
NINOMIYA HIROYUKI 埼玉大学, 教育学部, 教授 (40335881)
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥4,810,000 (Direct Cost: ¥3,700,000、Indirect Cost: ¥1,110,000)
Fiscal Year 2015: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥2,340,000 (Direct Cost: ¥1,800,000、Indirect Cost: ¥540,000)
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| Keywords | よい授業 / 問題解決の授業 / 授業研究 |
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| Outline of Final Research Achievements |
We made three study groups of teachers in Hokkaido, Shizuoka and Saitama, and made a great progress in our study, participating research meetings each other. Thanks to this opportunity, we concluded our ideas on our study theme, “What makes a ‘good’ math lesson?” as follows. A ‘good’ math lesson is:(1) A lesson where students proactively work on the problems and keep seeking the solutions.(2) A lesson whose goal for the students is appropriately set, and is achieved in the end. We also found that to satisfy these two requirements above, teachers surely need to: ① Clarify the goal of the lesson. ② Seek various ideas of setting the problems and introducing them to the students.③ Be creative on picking up each student’s unique ideas.
As a result of putting these three approaches into practice in “problem-solving based” math lessons, it was confirmed that in many cases both (1) and (2) can be achieved.
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Report
(4 results)
Research Products
(5 results)
