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Development of Instructional Package on Lisp Programming to Give More Understanding about Mathematical Concepts. - for Mathematics Education at High School Level

开发 Lisp 编程教学包，以加深对数学概念的理解。

基本信息

批准号：
01880032
负责人：
SAKAMAOTO Takashi
金额：
$ 4.42万
依托单位：
Tokyo Institute of Technology
依托单位国家：
日本
项目类别：
Grant-in-Aid for Developmental Scientific Research
财政年份：
1989
资助国家：
日本
起止时间：
1989 至 1991
项目状态：
已结题

项目摘要

This study developed an instructional package to teach Lisp programming for high school students in mathematics classes. The curriculum was developed to give more understanding about mathematical formula processing using computers as tools for simulation. Through this curriculum students were expected to re-organize their mathematical knowledge, to improve their understanding, to recognize an importance of mathematical formalization.Firstly, a curriculum and instructional materials were developed. Then a experimental teaching project for three years was administrated to investigate if the curriculum and the materials are appropriate or not. In the project, some instructive results to improve the curriculum were obtained and they were improved gradually after the end of every year. As the result a useful curriculum and materials which are able to use in schools were obtained.Secondly, teacher training methods for this curriculum were discussed. For this study students of a teacher training college were, taught by using developed instructional materials. Half of the students felt that they understood as well as they would be able to teach these contents for high school students but many of them didn't show good performance for the tests and reports of this course.Thirdly, some additional materials for helping teachers' activities were developed. They include video materials to advise teaching methods, TP sheets to explain some important conccpts in the curriculum and some mistakes of students which were observed in the experimental teaching projects.

本研究开发了一个教学包，用于在高中数学课上教授Lisp编程。这门课程的目的是让学生对使用计算机作为模拟工具来处理数学公式有更多的了解。通过这门课程，学生们被期望重新组织他们的数学知识，提高他们的理解，认识到数学形式化的重要性。首先，制定了课程和教学材料。在此基础上，进行了为期三年的实验教学项目，考察课程设置和教材是否合适。项目中取得了一些对课程改进有指导意义的成果，并在每年年底后逐步改进。因此，获得了能够在学校使用的有用的课程和材料。其次，对该课程的教师培训方法进行了探讨。在这项研究中，一所师范学院的学生使用开发的教学材料进行教学。一半的学生认为他们理解并且能够为高中生教授这些内容，但是很多学生在这门课程的测试和报告中表现不佳。第三，开发了一些辅助教师活动的附加材料。它们包括指导教学方法的视频材料，解释课程中一些重要概念的TP表，以及在实验教学项目中观察到的学生的一些错误。