Epistemological and semiotic research on mathematicalclass based on social interaction
| Project/Area Number |
22530975
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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 | Kagoshima University |
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Principal Investigator |
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| Project Period (FY) |
2010 – 2012
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| Project Status |
Completed (Fiscal Year 2012)
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| Budget Amount *help |
¥2,210,000 (Direct Cost: ¥1,700,000、Indirect Cost: ¥510,000)
Fiscal Year 2012: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2011: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
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| Keywords | 算数 / 数学科授業 / 社会的相互作用 / 認識論 / 記号論 / 算数・数学科授業 / 算数・数学的活動 / 社会的構成主義 |
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| Research Abstract |
This research pointed out the issue and limitation of the constructivist approach in the area of mathematics education from the viewpoint of conventional notations. Basic functions and roles of social interaction were considered from the perspective of the socio-cultural approach. As a result, basic principles of mathematics class based on social interaction were proposed by coordinating the constructivist approach with the socio-cultural approach.
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Report
(4 results)
Research Products
(11 results)
