2023 Fiscal Year Final Research Report
The development of systematic and consistent curriculum about teaching ratio at from primary school level to secondary school level
| Project/Area Number |
20K02761
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09040:Education on school subjects and primary/secondary education-related
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| Research Institution | Shizuoka University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
松元 新一郎 静岡大学, 教育学部, 教授 (40447660)
近藤 裕 奈良教育大学, 数学教育講座, 教授 (80551035)
早川 健 山梨大学, 大学院総合研究部, 教授 (40585387)
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| Project Period (FY) |
2020-04-01 – 2024-03-31
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| Keywords | 数学教育 / 割合 / 体系的カリキュラム |
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| Outline of Final Research Achievements |
The purpose of this study was to empirically clarify teaching materials and effective teaching methods to deepen students' understanding of ratio and improve their ability to utilize it, and to construct and propose a systematic curriculum for teaching ratio consistently at elementary, middle, and high schools.
For this purpose, we focused on the Finnish curriculum, in which ratio is also taught in middle and high schools, and analyzed textbooks. In addition to the survey of middle school, high school, and university students, we conducted a survey of elementary school students to clarify issues in understanding ratio among elementary through university students. In addition, we held a total of 11 lesson studies about ratio at elementary, middle, high schools, and examined how effective teaching should be. Based on these findings, we constructed a systematic curriculum for teaching ratio consistently at elementary, middle, and high schools, and presented it in a paper.
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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 |
小学生から高校生まで，割合の理解に課題があることが指摘されて久しい。このような実態を改善するためには，現在指導している小学校算数科だけではなく，中学校数学科や高等学校数学科でも，割合の理解を深める指導を継続的かつ体系的に指導していくことが有効であると考えられる。
本研究は，そのことを実現するために，小・中・高を一貫した割合指導の体系的カリキュラムを構築して提言した点に社会的意義がある。限られた指導時間の中で，既存の学習指導要領を変更することなく，工夫して割合の理解を深める意図的な指導を提案している点は，実現可能性が高く，この提案を実行することにより割合の理解が深まることが期待できる。
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