Project/Area Number  05451150 
Research Category 
GrantinAid for Scientific Research (B).

Research Field 
教科教育

Research Institution  University of Tsukuba 
Principal Investigator 
NOHDA Nobuhiko University of Tsukuba, Institute of Education, Professor, 教育学系, 教授 (80020121)

CoInvestigator(Kenkyūbuntansha) 
大谷 実 金沢大学, 教育学部, 助教授 (50241758)
関口 靖広 筑波大学, 教育学系, 助手 (40236089)
杜 威 筑波大学, 教育学系, 助手 (30240683)
ISODA Masami University of Tsukuba, Institute of Education, Associate Professor, 教育学系, 講師 (70212967)
SHIMIZU Shizumi University of Tsukuba, Institute of Education, Assisutant Professor, 教育学系, 助教授 (20115661)
HINO Keiko University of Tsukuba, Institute of Education, Assisutant, 教育学系, 助手 (70272143)
MIYAZAKI Mikio University of Tsukuba, Institute of Education, Assisutant, 教育学系, 助手 (10261760)

Project Fiscal Year 
1993 – 1995

Project Status 
Completed(Fiscal Year 1995)

Budget Amount *help 
¥3,000,000 (Direct Cost : ¥3,000,000)
Fiscal Year 1995 : ¥700,000 (Direct Cost : ¥700,000)
Fiscal Year 1994 : ¥1,000,000 (Direct Cost : ¥1,000,000)
Fiscal Year 1993 : ¥1,300,000 (Direct Cost : ¥1,300,000)

Keywords  school / Mathematics / Teaching / Evaluation / Open problem / closed problem / 学校 / 数学 / 指導 / 評価 / 開いた問題 / 閉じた問題 / 学校数学 / 多様化 / 指導と評価 / オープンな問題 / 個性化 / 日米共同研究 / 多様性 / 電卓 / computer 
Research Abstract 
Teacher has a consensus as follows ; (a) it is possible for students to create mathematics on their own way with keeping a balance between teaching and assessing aspects, (b) it is possible teachers lead students to higher level mathematical activities through teaching and assessing their activities. Throughout our research working group, we had opportunities to meet with participants how to enhance "Aufheben" teaching and assessing points. Thgrough these activities, the following points were found ; (1) For the purpose of promorting "Aufheben" teaching and assessing points, problems used in the mathematics class need to contain developmental features in its mathematical content. We have been arguing on the importance of developing these problems by noting the words "method and content that are open to both human being and mathematics". (2) Teachers should develop their class activities by using these problems on a everyday basis. We propose teaching and assessment methods that enable teachers to summare students' variety of thinking from a mathematical perspective and to lead students to the ways of thinking that enhance their interests. This method will serve for developing and generalizing mathematics activities in the classroom across all grades. These two points had exactly what our study has accomplished and constituted characteristics of our study.
