2015 Fiscal Year Final Research Report
Curriculum development for Algebraic thinking in elementary school mathamatics
| Project/Area Number |
25590259
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Keywords | 擬変数 / 初等代数 / 代数的思考 / 授業研究 / 研究授業 / 研究協議会 / 学習指導案 / 教材研究 |
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| Outline of Final Research Achievements |
In history of mathematics, before people created formal algebraic notations, numerical expressions were used to express a general aspect of arguments. Nakamura (1971) characterized those numerical expressions as“quasi-general method” to capture their nature. In this study, the term “quasi-variable” is used to express the numbers used in this manner.
The study reveals that in Japanese Lesson Study context the task design and evaluation are based on quasi-variable aspects. Furthermore, tasks are created and designed with consideration of anticipated student thinking and solutions, and are evaluated through the post-lesson discussion that follows a research lesson.
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| Free Research Field |
数学教育学
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