A Study of Teaching Strategy Improving Reasoning of the Students that Produce "Incomplete Proof" at Junior High School Level
| Project/Area Number |
24730722
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Utsunomiya University |
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Principal Investigator |
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| Project Period (FY) |
2012-04-01 – 2014-03-31
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥3,250,000 (Direct Cost: ¥2,500,000、Indirect Cost: ¥750,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2012: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
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| Keywords | 各教科の教育（算数・数学） / 未完成な証明 / 認知的要因 / 仮説的架橋 / 調整 / 証明の構成過程 / 予期的思考 / 中学校数学 / 架橋過程 / 思考パターン / 教授方略 |
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| Research Abstract |
This study aims to identify cognitive factor and thinking in "bridging process" performed by the students that produce "incomplete proof" in solving the proof-problem of junior high school mathematics and to find instructional points fostering students' "bridging process". This study constructed the framework that consists of two poles as "hypothetical bridging" and "coordination" and analyzed data gathered through interview survey.
As a result, this study identified cognitive characteristics of the students that produce "incomplete proof" and suggested instructional procedures that could improve student's proving performance.
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Report
(3 results)
Research Products
(12 results)
