Developing and Teaching the Geometrical Teaching Materials Based on Six Simple Types of Verbal Information
Grant-in-Aid for Scientific Research (C).
|Research Institution||Fukui University|
YANAGIMOTO Shigekazu Fukui University, Faculty of Education, Professor, 教育学部, 教授 (20042971)
KUROGI Tethunori Fukui Univ., Faculty of Education, Professor, 教育学部, 教授 (90022681)
UMEZAWA Akio Fukui Univ., Faculty of Education, Associate Prof., 教育学部, 助教授 (70151925)
OHNOGI Hiroaki Fukui Univ., Faculty of Education, Associate Prof., 教育学部, 助教授 (60141462)
|Project Fiscal Year
1989 – 1990
Completed(Fiscal Year 1990)
|Budget Amount *help
¥1,800,000 (Direct Cost : ¥1,800,000)
Fiscal Year 1990 : ¥400,000 (Direct Cost : ¥400,000)
Fiscal Year 1989 : ¥1,400,000 (Direct Cost : ¥1,400,000)
|Keywords||Teaching Method / Geometrical Learning / Teaching-Learning Process / Mathematics Education / Situation / Situation Creation / 幾何教材 / 学習指導法 / 個人差 / situation / situation化 / 個別化 / 指導法|
In 1989, we developed a new teaching-learning process on geometry. The new teachingーlearning process is made up of the following steps.
(Step 1) The teacher selects a geometrical problem P contained in the text book.
(Step 2) The teacher picks out two fundamental figures from the figure on which the preposition is based.
(Step 3) The teacher enumerates several verbal information items about the figures for the students.
(Step 4) The students draw various figures on the basis of the verbal information given by the teacher.
(Step 5) The students get various information about each figure.
(Step 6) By combining these information, the students construct the preposition and its proof simultaneously.
Professor I. Hirabayashi pointed out that the new teachingーlearning process is the first concrete example of " pedagogy of situation " given by C. Gattegno.
In the teaching-learning process, however, it took the students long time to draw figures on the basis of Several verbal information given by the te
acher. Then, in 1990, we replaced (Step 3) and (Step 4) with the following (Step 3^*) and (Step 4^*) respectively.
(Step 3*) The teacher draws each of two fundamental figures on two sheets of film individually.
(Step 4*) By changing way of superposition of the two sheets of film, the students make various figures.
As the result, our teaching-learning process developed into a new teachingーlearning process which allow on wide differences in the students' achievements.
Research results were published in the following.
(Paper) 1. " Development and Teaching the Geometrical Teaching Materials Based on Six Simple Types of Verbal Information " , Proceedings of 22th National Conference for the JSME, pp425-430, 1989.
2. A Study on the Development of Teaching Materials and Teaching Methods of Mathematics Which Allow Wide Differences in Learners' Achievements, Science Education,Vol. 14, No. 3, 1990, pp123-131, Japan Society of Science Education.
3. Developing a Method of Teaching School Mathematics on the Basis of " Situation " , Studies in Curriculum Research and Development, Vol. 9, pp147-170, Japan Association of Universities of Education, 1991.
(Oral Presentation)" Geometry Learning on the Basis of Several Verbal Information " , International Congress of Mathematics, 1990. Less
Research Output (4results)