| Budget Amount *help |
¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2014: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2013: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Outline of Final Research Achievements |
In situations of problem solving in everyday life, problem posing, a skill to recognize and formulate problems by the problem solvers themselves is indispensable. This study investigated and designed a method to improve learner problem posing in a domain of mathematical word problems. It empirically analyzed failures in problem posing by novice learners. The results revealed that some types of failures can be automatically evaluated by a computational system, whereas the other types cannot be. To decrease failures unable to be automatically evaluated, this study designed a learning activity to improve problem posing by learners. In the activity, learners evaluate examples of problems in prior to their problem posing. The experimental evaluation insisted that this activity was effective in improving learner problem posing to some extent. However, the effect was limited in decreasing failures. Therefore, this learning activity must be further improved.
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