| Project/Area Number |
25381204
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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 |
Education on school subjects and activities
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| Research Institution | Naruto University of Education |
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Principal Investigator |
SAKAI Takeshi 鳴門教育大学, 大学院学校教育研究科, 准教授 (30609342)
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| Co-Investigator(Kenkyū-buntansha) |
HIROSE Takashi 四天王寺大学, 教育学部, 教授 (50452660)
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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 |
¥2,990,000 (Direct Cost: ¥2,300,000、Indirect Cost: ¥690,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 教育学 / 教科教育学 / 算数教育 / 割合指導 / 数理構造 / 信念 / 態度 / 割合 / 概念的知識 / 手続き的知識 |
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| Outline of Final Research Achievements |
In this study, we developed the investigation problem to measure conceptual knowledge and procedural knowledge as the recognition about ratio and the standard to measure belief and attitude as the mental factor about it. In addition, we classified standards and stages for the understanding of mathematics structure about ratio and clarified the mechanism of the change of the knowledge about it. Furthermore, we performed the design and the practice of the lesson to integrate procedural knowledge with conceptual knowledge about ratio and clarified that this lesson practice was effective for the improvement of recognition, belief and attitude about it. As the background, we clarified that the knowledge as the basics, conceptual knowledge and procedural knowledge as the utilization about the ratio influenced directly and that belief toward ratio and recognition about it influenced mutually through attitude toward it.
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