Development of teaching methods focused on reading comprehension of proof(s) in lower secondary school mathematics
| Project/Area Number |
26381191
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Education on school subjects and activities
|
|---|
| Research Institution | Shinshu University |
|---|
Principal Investigator |
CHINO Kimiho 信州大学, 学術研究院教育学系, 教授 (20400658)
|
|---|
| Project Period (FY) |
2014-04-01 – 2017-03-31
|
| Project Status |
Completed (Fiscal Year 2016)
|
| Budget Amount *help |
¥4,810,000 (Direct Cost: ¥3,700,000、Indirect Cost: ¥1,110,000)
Fiscal Year 2016: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2015: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2014: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
|
|---|
| Keywords | 学校数学 / 証明 / 学習指導法 / 学習指導 |
|---|
| Outline of Final Research Achievements |
The purpose of this research is to develop teaching methods focused on reading comprehension of proof(s) in lower secondary school mathematics. To achieve this purpose, we developed and implemented the provisional teaching methods, identified the improvement points of the teaching methods, and reflected them in the methods. As results of this research, especially focus on teaching methods before learning the term "proof", teaching methods for a unit "Geometric Construction" (total of 7 hours) in the first grade of lower secondary school, and teaching methods for a unit "Algebraric Expressions"(6 hours in total) in the second grade were developed.
|
Report
(4 results)
Research Products
(8 results)
-
-
[Journal Article] Developing a Curriculum for Explorative Proving in Lower Secondary School Geometry2016
Author(s)
Miyazaki, M., Nagata, J., Chino, K., Fujita, T. Ichikawa D., Shimizu, S, & Iwanaga Y.
-
Journal Title
Proceedings of the 13th International Congress on Mathematical Education
Volume: －
NAID
Related Report
Peer Reviewed / Open Access / Int'l Joint Research
-
-
-
-
-
-
