2016 Fiscal Year Final Research Report
A collaborative study of developing curriculum and mathematical knowledge for teaching for connecting between elementary and secondary mathematics
| Project/Area Number |
26350194
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Science education
|
|---|
| Research Institution | Okayama University |
|---|
Principal Investigator |
|
|---|
| Project Period (FY) |
2014-04-01 – 2017-03-31
|
| Keywords | 科学教育 / 算数と数学の接続 / 数学的指導知 |
|---|
| Outline of Final Research Achievements |
This study aimed at developing curriculum and mathematical knowledge for teaching for connecting between elementary and secondary mathematics. As a theoretical perspective, I examined the viewpoint of narrative coherence for analyzing the qualities of a mathematics lesson, and the viewpoint of didactical situation theory for constructing and analyzing mathematical teaching unit. Practically, I conducted the experimental lessons for the contents of area, geometrical definition in elementary mathematics, and proportion and linear function in junior high school with school teachers. As the result of qualitative analysis, I conceptualized mathematical knowledge for teaching bridging between elementary and secondary mathematics through mainly focusing on the narrative construction of a lesson in terms of students’ goals and interactions with teacher, and students’ gesturing for understanding mathematical concepts.
|
| Free Research Field |
科学教育
|
