2015 Fiscal Year Final Research Report
Meaning that learner analyzes their own "Wrong answers" or "unsolved situation" on mathematics classroom
Project/Area Number |
26780496
|
Research Category |
Grant-in-Aid for Young Scientists (B)
|
Allocation Type | Multi-year Fund |
Research Field |
Education on school subjects and activities
|
Research Institution | Shiga University |
Principal Investigator |
Keiko Watanabe (向井慶子) 滋賀大学, 教育学部, 講師 (00572059)
|
Project Period (FY) |
2014-04-01 – 2016-03-31
|
Keywords | 数学的理解 / 誤答分析 |
Outline of Final Research Achievements |
In the mathematics classroom, we often encounter the scene to which the learner cannot give the correct answer. In this study, such a scene is considered to be "Springboard from which mathematical understanding is promoted". The purpose of this study is to clarify the meaning and the setting method of the scene in relation to the mathematics classroom.The results of the experiment classes of mathematics classroom (high school, 1st grade students) show that the above-mentioned scenes were set through following (1), (2) and (3): the teacher (1)poses a problem gradually for the generality of mathematics, (2) value the experience that students encounter the unsolved problem, and has students consider the coverage of succeeding method for the problem solving of junior high school mathematics, and (3) expands the coverage of succeeding method of the "past".
|
Free Research Field |
数学教育
|