| Budget Amount *help |
¥4,940,000 (Direct Cost: ¥3,800,000、Indirect Cost: ¥1,140,000)
Fiscal Year 2016: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2015: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2014: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
|
|---|
| Outline of Final Research Achievements |
As a result of this research, the classroom practice which we propose leaves the responsibility for learning to children. Such a type of classroom practice demands a new view for classroom practice that children re-invent mathematics through the process of problem solving. The development of classroom practice toward a new mathematics will be approached by adopting this classroom practice view. The viewpoint of bridging the gap between the concrete and the abstract is valuable because of it reveals the process of generalization and systematization peculiar to mathematics buried in the conventional classroom practice, and it makes clear the essence of learning of mathematics as the process of them. The viewpoint of classroom discourse is valuable because of it reveals the qualities of the objectives, contents and activities of teaching materials and the necessity and importance of reconstructing teaching materials to construct exploring classroom discourse were clarified.
|
