Relationship between elementary school students' identities on mathematics and construction of mathematical knowledge in elementary mathematics classrooms

2014 Fiscal Year Final Research Report

• Project/Area Number: 24501045
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Science education
• Research Institution: Joetsu University of Education
• Principal Investigator: TAKAHASHI Hitoshi 上越教育大学, 学校教育研究科(研究院), 准教授 (80293273)
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: アイデンティティ / 算数学習 / 算数授業 / 価値観 / 情意

Outline of Final Research Achievements

The second grade elementary school students formulated identities on elementary mathematics. However, these identities were not so stable but fluid. In the third grade they were conscious of their ‘self’. Some were conscious of their goal of future and reason why they should learn elementary mathematics. In the fourth grade influence of family to formulation of identities on elementary mathematics decreased gradually. The influence of family was still superior, but conscious of their ‘self’ was more superior element for formulating identities on elementary mathematics. It was also found that identities on elementary mathematics influenced stronger on constructing elementary mathematical knowledge in proportion as their moving up to next grade.

Free Research Field

数学教育学