| Project/Area Number |
16530578
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Shizuoka University |
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Principal Investigator |
KUNIMUNE Susumu Shizuoka University, Faculty of Education, Professor, 教育学部, 教授 (50214979)
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| Co-Investigator(Kenkyū-buntansha) |
OHTA Haruto Shizuoka University, Faculty of Education, Professor, 教育学部, 教授 (40126769)
YAMADA Kozo Shizuoka University, Faculty of Education, Professor, 教育学部, 教授 (00200717)
NAKAMURA Takashi Yamanashi University, Faculty of Education Human Science, Professor, 教育人間科学部, 教授 (70303394)
MOROZUMI Tatsuo Shizuoka University, Faculty of Education, Associate Professor, 教育学部, 助教授 (50324322)
KUMAKURA Hiroyuki Shizuoka University, Faculty of Education, Associate Professor, 教育学部, 助教授 (00377706)
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| Project Period (FY) |
2004 – 2006
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| Project Status |
Completed (Fiscal Year 2006)
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| Budget Amount *help |
¥3,100,000 (Direct Cost: ¥3,100,000)
Fiscal Year 2006: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 2005: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2004: ¥1,200,000 (Direct Cost: ¥1,200,000)
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| Keywords | mathematics education / teaching geometry / teaching space and shape / arithmetic education / spatial concept / teaching geometry in England / proof |
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| Research Abstract |
1. The purpose of this research is to recommend improving teaching of geometry.
2. We find there are few students who can draw a sketch exactly in sixth grade, and indicate the importance of teaching projective idea treated 3-D shapes. Moreover, we analyze the contents of Shape, space and measures in The National Curriculum for England and National Numeracy Strategy, and clarify, for example, the characteristic the symmetry of figures are taught from lower grade of primary school in UK.
3. We divide twelve years to three periods across primary and secondary schools ; the first period is from year 1^<st> to forth, the second is from fifth to eighth, and the third is from ninth to twelfth. Then, we propose 17 recommendations for improving teaching of geometry with an emphasis on cooperation across primary and secondary schools; we here show eight items of 17, which are for the second period.
Pupils should be taught to
(3) understand congruence and similarity of plane figures in the second period.
(4) get close to shapes of symmetry from the first period.
(5) understand the concepts of figures, and raise their interest about it through learning the measures of figures.
(6) be attached greater importance to drawing and reading sketches.
(7) analyze 3-D shapes positively through 2-D projections, cross-section, and expanding.
(8) use parallel lines and angles, the angle sum of a polygon in year seven; these are placed in the content of reasoning.
(9) understand the differences between the way of practical demonstrations and proofs.
(10) be attached greater importance to constructing first, and then proving.
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