| Project/Area Number |
26780496
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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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 | Shiga University |
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Principal Investigator |
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| Project Period (FY) |
2014-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2015: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
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| Keywords | 数学的理解 / 誤答分析 / 証明 / 問題解決 / 誤答 / 授業研究 |
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| Outline of Final Research Achievements |
In the mathematics classroom, we often encounter the scene to which the learner cannot give the correct answer. In this study, such a scene is considered to be "Springboard from which mathematical understanding is promoted". The purpose of this study is to clarify the meaning and the setting method of the scene in relation to the mathematics classroom.The results of the experiment classes of mathematics classroom (high school, 1st grade students) show that the above-mentioned scenes were set through following (1), (2) and (3): the teacher (1)poses a problem gradually for the generality of mathematics, (2) value the experience that students encounter the unsolved problem, and has students consider the coverage of succeeding method for the problem solving of junior high school mathematics, and (3) expands the coverage of succeeding method of the "past".
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