1997 Fiscal Year Final Research Report Summary
A Study on Children's Naive Conceptions in Mathematical and Scientific Understanding.
| Project/Area Number |
07458044
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | Yamanashi University |
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Principal Investigator |
FUJII Toshiakira Yamanashi University, Faculty of Education, and human Sciences, PROFESSOR, 教育人間科学部, 教授 (60199289)
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| Co-Investigator(Kenkyū-buntansha) |
SHIMIZU Yoshinori TOKYO GAKUGEI UNIVERSITY,ASSOCIATE PROFESSOR, 教育学部, 助教授 (90226259)
KURITA Shinji Yamanashi University, ASSOCIATE PROFESSOR, 教育人間科学部, 助教授 (00195554)
SHINDO Toshihiko Yamanashi University, ASSOCIATE PROFESSOR, 教育人間科学部, 助教授 (30211296)
HORI Tetsuo Yamanashi University, PROFESSOR, 教育人間科学部, 教授 (30145106)
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| Project Period (FY) |
1995 – 1997
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| Keywords | Naive Conception / Mathematical understanding / Misconception / Scientific Concept |
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| Research Abstract |
The study aims to clarify children's naive conceptions of mathematical and scientific learning. Beside theoretical consideration, the concept of Yusaburi, the Conflict Approach in mathematics education have been studied through analyzing concrete examples. Then the implications for teaching mathematics in school are considered.
Beside identifying many actual naive conceptions held by children in learning mathematics and science, the most significant result of this project is that we create an appropriate methodology to elicit children's naive conceptions.
Also, we create the method that we could use children's naive conceptions to foster their scientific understanding in whole class lesson activity. In mathematics education, focusing on algebraic expressions, the naive conception is identified that the children's difficulty in considering compound algebraic expressions as single objects.
We need to inquire further into children's naive conceptions, in particular children's behavior identified as the compartmentalization in mathematical understanding.
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