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1998 Fiscal Year Final Research Report Summary

A study of the assessment and the relationship of affection and cognition of children in mathematics learning

Research Project

Project/Area Number 09680253
Research Category

Grant-in-Aid for Scientific Research (C)

Allocation TypeSingle-year Grants
Section一般
Research Field 教科教育
Research InstitutionFUKUI NIVERSITY

Principal Investigator

KUROGI Tetsunori  Faculty of Education, Fukui University, Professor, 教育学部, 教授 (90022681)

Co-Investigator(Kenkyū-buntansha) TYUMAN Gorou  Faculty of Education, Gifu University, Professor, 教育学部, 教授 (30115414)
KANIE Yukihiro  Faculty of Education, Mie University, Professor, 教育学部, 教授 (10093121)
TERAOKA Hideo  Faculty of Education, Fukui University, Professor, 教育学部, 教授 (90115303)
Project Period (FY) 1997 – 1998
Keywordsmathematics education / affection variables / cognition variables / teaching style / 発見型学習 / 問題解決型学習 / 数学嫌い / 数学離れ
Research Abstract

This is a case study of relation between teaching style and affection and cognition of elementary school children in mathematics learning.
<Method of study and analysis>
(1) Teacher has three mathematics lessons which contents are related each other.
(2) Children write their emotional descriptions of affection and cognition on given card in each lesson.
(3) Teacher writes those on the cross table of affection and cognition and makes the graph of affection and cognition of each child. We analyze the graph.
<Practice>
CASE 1(4^<th> grade). (a) discovering lesson (b) problem solving lesson (c) problem solving lesson
CONCLUSION.The above lesson's methods are independent. We can find the following points.
(1) There are four types of the relation of affection and cognition.
(2) Those types agree with the ordinary school life behavior of children.
CASE 2(4^<th> grade). (a) discovering lesson (b) problem solving lesson (c) problem solving lesson
CONCLUSION.Above lesson's methods are dependent. We can find the following points.
(1) The above four types do not app ii this case.
(2) Children's affection go down at (b) although (a) is very active lesson for children It means higher affection is not necessary to improve cognition of children.
CASE 3(5^<th> grade). (a) problem solving lesson (14 discovering lesson (c) problem solving lesson
CONCLUSION.A combination of the case 3 differs from above two. Children's affection goes up at (b).
On the other hand their cognition do not higher Luau problem solving lesson.

  • Research Products

    (7 results)

All Other

All Publications (7 results)

  • [Publications] 上野智美・黒木哲徳: "数学教育の新らしい方向を求めて" 福井大学教育実践研究. 第23号. 145-164 (1998)

    • Description
      「研究成果報告書概要(和文)」より
  • [Publications] 千葉純二・黒木哲徳: "フラクタル数学の教材化について" 福井大学教育実践研究. 第23号. 165-182 (1998)

    • Description
      「研究成果報告書概要(和文)」より
  • [Publications] 川地保昌・山岡正治・中馬悟朗: "数学嫌いの要因を調べるための予備調査研究" 岐阜大学教育学部附属カリキュラム開発研究センター研究報告. Vol.18-1. 22-31 (1998)

    • Description
      「研究成果報告書概要(和文)」より
  • [Publications] 川地保昌・中馬悟朗: "数学嫌いの要因を調べるための予備調査研究(2)" 岐阜大学教育学部附属カリキュラム開発研究センター研究報告. Vol.18-1. 32-43 (1998)

    • Description
      「研究成果報告書概要(和文)」より
  • [Publications] 蟹江幸博・黒木哲徳: "大学教育を見通した高校数学教育の問題点" 三重大学教育実践研究指導センター紀要. 第18号. 67-76 (1998)

    • Description
      「研究成果報告書概要(和文)」より
  • [Publications] Tomomi UENO & Tetsunori KUROGI: "The Search for New Direction in Math Education" Fukui Educatonal Research. Vol123. 145-164 (1998)

    • Description
      「研究成果報告書概要(欧文)」より
  • [Publications] Junji CHIBA & Tetsunori KUROGI: "Research Concernign The Development of Teaching Materials on Fractal Mathematics" Fukui Educational Research. Vol123. 165-182 (1998)

    • Description
      「研究成果報告書概要(欧文)」より

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Published: 1999-12-08  

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