Curriculum development for Algebraic thinking in elementary school mathamatics
| Project/Area Number |
25590259
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
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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 |
¥3,640,000 (Direct Cost: ¥2,800,000、Indirect Cost: ¥840,000)
Fiscal Year 2015: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 擬変数 / 初等代数 / 代数的思考 / 授業研究 / 研究授業 / 研究協議会 / 学習指導案 / 教材研究 / 数字の式 / 文字の式 / 文字式 / 課題開発 |
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| Outline of Final Research Achievements |
In history of mathematics, before people created formal algebraic notations, numerical expressions were used to express a general aspect of arguments. Nakamura (1971) characterized those numerical expressions as“quasi-general method” to capture their nature. In this study, the term “quasi-variable” is used to express the numbers used in this manner.
The study reveals that in Japanese Lesson Study context the task design and evaluation are based on quasi-variable aspects. Furthermore, tasks are created and designed with consideration of anticipated student thinking and solutions, and are evaluated through the post-lesson discussion that follows a research lesson.
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Report
(4 results)
Research Products
(4 results)
