2023 Fiscal Year Final Research Report
The collaborative research on the development of class lessons and curriculum coherent from elementary to secondary mathematics in terms of the linkage between plane and spatial geometry
| Project/Area Number |
20H01745
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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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| Review Section |
Basic Section 09080:Science education-related
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| Research Institution | Okayama University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
渡邊 慶子 (向井慶子) 滋賀大学, 教育学系, 准教授 (00572059)
和田 信哉 鹿児島大学, 法文教育学域教育学系, 准教授 (60372471)
影山 和也 広島大学, 人間社会科学研究科(教), 准教授 (60432283)
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| Project Period (FY) |
2020-04-01 – 2024-03-31
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| Keywords | 科学教育 / 空間図形カリキュラム / 数学的活動 / 視覚化 / 記号論 / 証明 |
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| Outline of Final Research Achievements |
This study aims to simultaneously cultivate an intuitive and empirical view of geometry and a relational and argumentative view of geometry, and to develop teaching materials, lessons, and curricula for spatial geometry that link the study of plane geometry and spatial geometry consistently across elementary and junior high schools, and to clarify the path of the curriculum for students to develop their way of looking at and thinking about geometry. The results of this study are fivefold: development of curriculum composition principles for spatial geometry, clarification of the historical and practical foundations of spatial geometry, clarification of exploratory mathematical activities in spatial geometry, development of methods for designing and evaluating a curriculum from the perspectives of visualization, semiotics, and proof, and development of teaching materials and lessons for spatial geometry from the sixth grade of elementary school to the second year of high school.
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| Free Research Field |
数学教育学
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| Academic Significance and Societal Importance of the Research Achievements |
研究成果の学術的意義として，第一に，空間図形カリキュラムで目指す思考力，カリキュラム構成の軸，カリキュラム評価の視点から探究型空間図形カリキュラムの構成原理を明らかにしたことである．第二に，探究型の学習を特徴付ける問いの分類から，空間図形の数学的活動を明確化したことである．第三に，空間図形カリキュラムの設計及び評価の視点として，視覚化の持つ機能と特徴，表現・記号論からみた学習過程の特徴，幾何学的現象と証明の生成の相互作用過程を明らかにしたことである．第四に，小学6年から高校2年までの空間図形の教材及び授業を開発し，教材・カリキュラムの実現可能性を示したことが挙げられる．
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