| Project/Area Number |
26780504
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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 | Chiba University (2016)
Keiai University (2014-2015) |
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Principal Investigator |
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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 |
¥3,770,000 (Direct Cost: ¥2,900,000、Indirect Cost: ¥870,000)
Fiscal Year 2016: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2015: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2014: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 数学教育 / 証明の構想 / 証明 / 振り返り / argumentation / 議論 / トゥールミン / 学習過程 / 教科教育学 / 科学教育 |
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| Outline of Final Research Achievements |
Proving is an essential component in mathematical activities, but a difficult one for many students. We assume that one reason for this might be that unsuccessful arguments made during the process of planning a proof do not appear in the completed proof, and therefore students cannot see how those arguments influenced the proof. If students could reflect on such arguments, they would be able to learn about proving.
This study focused on Toulmin’s studies on argumentation, characterized processes of proving concerning its plausibility and probability, and examined students’ learning processes by designing, implementing, and analyzing eighth-grade geometry lessons. It constructed a learning process that consists of conjecturing statements, planning and constructing proofs of the statements, reflecting on the processes of planning proofs based on constructed proofs, finding new statements and considering the relationship between the initial and new statements based on the plans.
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