MATHEMATICS LESSON ON THE BASIS OF THINKING ACTIVITY THAT DOES NOT RELY ON MATHEMATICAL LANGUAGE

以不依赖数学语言的思维活动为基础的数学课

• 批准号: 15500581
• 负责人: YANAGIMOTO Shigekazu
• 金额: $ 1.66万
• 依托单位: UNIVERSITY OF FUKUI
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2005
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15500581/
• 关键词: lesson principle; three myself; expression frame of reasoning; joint thinking; under-prepared student; over-prepared student; geometry learning; information diagram; "3人の自分"; 触覚情報; 論理構成活動の比較; 数学学習の基本; 数学的論理構成活動; 論理構成能力; 活動の「枠組み」; 数学者の共同; 習

Advanced students are bored in the logic composition activities of the students who tend to be behind. On the contrary, in advanced students' logic composition activities, the students who tend to be behind cannot promote their logic composition activities. This is one of the problems with the most difficult solution which hang around the lesson of the mathematics for students with individual difference. In order to solve this difficult problem, establishment of the mathematical lesson principle which permits the difference of broad degree of achievement is indispensable. For that purpose, it is indispensable that the concrete lesson principle which permits the difference of broad degree of achievement is shown.For some time, the researcher of study of instruction has been pointing out the following. "Children's logic composition activities in a mathematical lesson are the same activities as qualitatively as a mathematician's logic composition activities." Moreover, H.Freudenthal raised "Major problem of mathematics education" the following meanings in 1980.Problem : Show a principle of lesson in which the students construct mathematical proposition and its proof by their own efforts.A main research result this year is that we raised the mathematical lesson principle which satisfies the following (1) and (2) which used the thinking activities independent of mathematical language as the base.(1) It is the lesson principle for which "Major Problems of Mathematics Education" asks.(2) The lesson can permit the difference of students' broad degree of achievement.

成绩好的学生对逻辑作文活动感到厌烦，成绩差的学生对逻辑作文活动感到厌烦。相反，在逻辑作文活动中，后进生的逻辑作文活动往往不能促进学生的逻辑作文活动。这是存在个体差异的学生在数学课上最难解决的问题之一。要解决这一难题，确立允许广泛成就差异的数学课程原则是必不可少的。为此，必须明确允许广泛成就差异的具体课程原则。长期以来，教学研究者一直在指出：“儿童在数学课上的逻辑作文活动与数学家的逻辑作文活动在性质上是相同的。此外，弗赖登塔尔在1980年提出了“数学教育的主要问题”的以下含义。本年度的主要研究成果是提出了满足以下（1）和（2）的数学课程原则它以独立于数学语言的思维活动为基础。(1)这是《数学教育的几个重大问题》所要求的教学原则。(2)课程可以允许学生的广泛程度的差异。

项目成果

Research on the lesson principle of arithmetic and mathematics which permits the difference of broad degree of achievement

允许大范围成绩差异的算术数学教学原则研究

• 发表时间: 2003
• 期刊: Bulletin for Mathematics Education Study (Mathematics Education Society of Japan) Vol.44/No.1・2
• 作者: 柳本成一;柳本成一;Shigekazu Yanagimoto;Shigekazu Yanagimoto;柳本成一;柳本成一;Shigekazu Yanagimoto;柳本成一;柳本成一;Shigekazu Yanagimoto;Shigekazu Yanagimoto;Shigekazu Yanagimoto;Shigekazu Yanagimoto;Shigekazu Yanagimoto
• 通讯作者: Shigekazu Yanagimoto

柳本成一: "習熟度の差が学習活動の障害とならない算数・数学の授業原理-(その1)"感覚"で考える活動をベースにした算数・数学の授業-"日本教育大学協会研究集会発表論文集. 13-16 (2003)

柳本精一：“熟练程度的差异不会成为学习活动的障碍的算术/数学课程的原则 -（第 1 部分）基于用感官思考的活动的算术/数学课程 -”在日本高等学校协会上的演讲教育研究会议论文集13-16（2003）。

The lesson of the arithmetic and mathematics based on the thinking activities independent of a mathematical language -Thinking in the stage where it cannot explain to others verbally-

以独立于数学语言的思维活动为基础的算术和数学课程 -无法用语言向他人解释的阶段的思维 -

• 发表时间: 2004
• 期刊: Mathematics Education Society of Japan Autumn Annual Convention Report Bulletin for Mathematics Education Study for Autumn Annual Convention (Mathematics Education Society of Japan)
• 作者: 柳本成一;柳本成一;Shigekazu Yanagimoto;Shigekazu Yanagimoto;柳本成一;柳本成一;Shigekazu Yanagimoto
• 通讯作者: Shigekazu Yanagimoto

思考の流れの"表現フレーム"を作った学習の評価方法に関する研究-幾何学的論理の流れを"つくり上げていく"プロセスの評価-

为思维流创建“表达框架”的学习评价方法研究 - 对“创建”几何逻辑流的过程的评价 -

• 发表时间: 2004
• 期刊: 第37回数学教育論文発表会論文集
• 作者: 柳本成一;柳本成一;Shigekazu Yanagimoto;Shigekazu Yanagimoto;柳本成一;柳本成一;Shigekazu Yanagimoto;柳本成一;柳本成一
• 通讯作者: 柳本成一

The lesson which constitutes the flow of mathematical thinking by children's hand -"Inner Joint Thinking by Three Myself"-

孩子们亲手构成数学思维流程的课程——《三个自己的内在联合思维》——

• 发表时间: 2003
• 期刊: Mathematics Education Society of Japan Spring Annual Convention Report Bulletin for Mathematics Education Study for Autumn Spring Convention (Mathematics Education Society of Japan)
• 作者: 柳本成一;柳本成一;Shigekazu Yanagimoto;Shigekazu Yanagimoto;柳本成一;柳本成一;Shigekazu Yanagimoto;柳本成一;柳本成一;Shigekazu Yanagimoto
• 通讯作者: Shigekazu Yanagimoto