1995 Fiscal Year Final Research Report Summary
Developmental Study for Teeching and Assessment on Variation of School Mathematics
| Project/Area Number |
05451150
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| Research Category |
Grant-in-Aid for General Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
教科教育
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| Research Institution | University of Tsukuba |
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Principal Investigator |
NOHDA Nobuhiko University of Tsukuba, Institute of Education, Professor, 教育学系, 教授 (80020121)
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| Co-Investigator(Kenkyū-buntansha) |
HINO Keiko University of Tsukuba, Institute of Education, Assisutant, 教育学系, 助手 (70272143)
MIYAZAKI Mikio University of Tsukuba, Institute of Education, Assisutant, 教育学系, 助手 (10261760)
ISODA Masami University of Tsukuba, Institute of Education, Associate Professor, 教育学系, 講師 (70212967)
SHIMIZU Shizumi University of Tsukuba, Institute of Education, Assisutant Professor, 教育学系, 助教授 (20115661)
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| Project Period (FY) |
1993 – 1995
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| Keywords | school / Mathematics / Teaching / Evaluation / Open problem / closed problem |
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| Research Abstract |
Teacher has a consensus as follows ;
(a) it is possible for students to create mathematics on their own way with keeping a balance between teaching and assessing aspects,
(b) it is possible teachers lead students to higher level mathematical activities through teaching and assessing their activities. Throughout our research working group, we had opportunities to meet with participants how to enhance "Aufheben" teaching and assessing points.
Thgrough these activities, the following points were found ;
(1) For the purpose of promorting "Aufheben" teaching and assessing points, problems used in the mathematics class need to contain developmental features in its mathematical content. We have been arguing on the importance of developing these problems by noting the words "method and content that are open to both human being and mathematics".
(2) Teachers should develop their class activities by using these problems on a everyday basis. We propose teaching and assessment methods that enable teachers to summare students' variety of thinking from a mathematical perspective and to lead students to the ways of thinking that enhance their interests. This method will serve for developing and generalizing mathematics activities in the classroom across all grades.
These two points had exactly what our study has accomplished and constituted characteristics of our study.
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