| Project/Area Number |
26381219
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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 | Fukuoka University of Education |
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Principal Investigator |
IWATA Koji 福岡教育大学, 教育学部, 准教授 (90437541)
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
Fiscal Year 2016: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2015: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2014: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 関数 / 証明 / 説明 / 数学的モデル化 / 中学校数学 |
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| Outline of Final Research Achievements |
In this study, I defined the “proving” in function area of junior high school mathematics as “justifying the prediction or interpretation produced by using functions” and built the criteria for the proving. And then, I proposed the levels and course of its learning. In addition, I analyzed the descriptive representations of junior high school second and third graders to the problem which ask them to justify prediction produced by using function, and teaching practices for first graders were empirically carried out. As a result, it was found that there were extremely few students who achieved the higher levels of proving in terms of describing the formulation and interpretation processes. And regarding the practices, the importance of dividing the teaching phases into the contexts of discovery and justification was found.
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