Developmental Study for Teeching and Assessment on Variation of School Mathematics

学校数学变异教学与评价的发展研究

• 批准号: 05451150
• 负责人: NOHDA Nobuhiko
• 金额: $ 1.92万
• 依托单位: University of Tsukuba
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (B)
• 财政年份: 1993
• 资助国家: 日本
• 起止时间: 1993 至 1995
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-05451150/
• 关键词: school; Mathematics; Teaching; Evaluation; Open problem; closed problem; 学校数学; 多様化; 指導と評価; オープンな問題; 個性化; 日米共同研究; 多様性; 電卓; computer

Teacher has a consensus as follows ;(a) it is possible for students to create mathematics on their own way with keeping a balance between teaching and assessing aspects,(b) it is possible teachers lead students to higher level mathematical activities through teaching and assessing their activities. Throughout our research working group, we had opportunities to meet with participants how to enhance "Aufheben" teaching and assessing points.Thgrough these activities, the following points were found ;(1) For the purpose of promorting "Aufheben" teaching and assessing points, problems used in the mathematics class need to contain developmental features in its mathematical content. We have been arguing on the importance of developing these problems by noting the words "method and content that are open to both human being and mathematics".(2) Teachers should develop their class activities by using these problems on a everyday basis. We propose teaching and assessment methods that enable teachers to summare students' variety of thinking from a mathematical perspective and to lead students to the ways of thinking that enhance their interests. This method will serve for developing and generalizing mathematics activities in the classroom across all grades.These two points had exactly what our study has accomplished and constituted characteristics of our study.

教师达成如下共识：(a)学生可以在教学和评价之间保持平衡，以自己的方式创造数学；(b)教师可以通过教学和评价活动引导学生进入更高水平的数学活动。在我们的研究工作组中，我们有机会与参与者讨论了如何提升“Aufheben”教学和考核点。通过这些活动，我们发现以下几点：（1）为了提升“Aufheben”教学和考核点，数学课堂中使用的问题需要在其数学内容中包含发展性特征。我们一直在通过“对人类和数学开放的方法和内容”来论证开发这些问题的重要性。（2）教师应该通过日常使用这些问题来开发他们的课堂活动。我们提出教学和评估方法，使教师能够从数学的角度总结学生的多种思维方式，引导学生走向增强兴趣的思维方式。这种方法将有助于开展和推广各年级课堂数学活动。这两点正是我们的研究所取得的成果，也构成了我们研究的特点。

项目成果

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Nobuhiko Noda：“中学数学中用 Cabri 几何解决问题的研究”第 14 期 PME 论文集。201-208 (1990)

N.NOHDA: "Teaching and Evaluation Using Open-ended Problem." ZDM(ドイツの数学教育の雑誌). 1-10 (1994)

N.NOHD​​A：“使用开放式问题进行教学和评估。”ZDM（德国数学教育杂志）1-10（1994 年）。

"A Study of Problem Solving with Cabri-Geometry in Secondary School Mathematics" Proceedings of US-Japan Seminar on Computer Use in School Math. 187-203 (1992)

“中学数学中用 Cabri-Geometry 解决问题的研究”美日学校数学计算机使用研讨会论文集。

"How to link affective and cognitive aspects in mathematics class-Comparison of two teaching trials on problem solving-" Psychology of Mathematics Education Proceedings of the seventeenth international conference,University of. 5-8 (1993)

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“在数学教学中使用“开放式问题”解决问题”诺丁汉大学。