The role of geometric figure of which "variable" and "constant"underlie hidden in junior high school geometric proving

2014 Fiscal Year Final Research Report

• Project/Area Number: 24653279
• Research Category: Grant-in-Aid for Challenging Exploratory Research
• Allocation Type: Multi-year Fund
• Research Field: Education on school subjects and activities
• Research Institution: Kagawa University
• Principal Investigator: KIMIE KAZAMA 香川大学, 教育学部, 教授 (00552374)
• Co-Investigator(Kenkyū-buntansha): HASHIMOTO Yoshihiro 大阪教育大学, 教区学部, 名誉教授 (00030479)
• Project Period (FY): 2012-04-01 – 2015-03-31
• Keywords: 図形命題 / 図の変数性 / 図の定数性 / 証明活動 / 図の役割

Outline of Final Research Achievements

For the purpose of improvement of geometrical proof teaching, this study has two aims; (A) to clarify how junior high school students understand two geometrical viewpoints i.e. "variable" and "constant" of figure used in a proposition, and, (B) to suggest the development of teaching materials and the improvement of proof teaching.　This study makes the improvement plan of proof teaching.
①It clarifies how junior high school students understand a geometrical figure.② Teaching materials that are developed on the basis of the data of ① are used in the classroom, its validity is confirmed empirically.③ The results of the comparative analysis of student’s understanding between before and after teaching, revealed that they can do better.④ It is determined that the new idea of teaching material development： to increase the number of "variable" from one to two and three that is appended to a figure used in a propositional, works effectively in proof teaching.

Free Research Field

数学教育学