An analysis of communication chain inhearing impaired students' learning mathematics

听障学生学习数学的沟通链分析

• 批准号: 15500574
• 负责人: EMORI Hideyo
• 金额: $ 2.37万
• 依托单位: Utsunomiya University
• 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 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15500574/
• 关键词: Mathematics Education; Communication Chain; Hearing Impaired Student; Emergency; Coordinate Chain; Resonant Chain; Transcendent Chain; Emergent Chain; 聴覚障害児教育; 数学的コミュニケーション; 数学的概念形成

A chain of communication in learning mathematics is divided into four types ; a coordinate chain, a resonant chain, a transcendent chain, and an emergent chain, from the viewpoint of continuation of thoughts among students. A coordinate chain consists of a chain of message which is based on the possibility of prediction by sharing the code operation. A coordinate chain is the most basic form. A resonant chain is a chain of communication to be concluded by supplementing the omitted information based on the reasoning of receiver. In the resonant chain, knowledge needed for the interpretation of message is remembered by the cognition of relevance. Some pieces of stored knowledge are constituted into the one body of cognitive structure by connecting each other. When the information supplemented by receiver is beyond the intention of sender, a transcendent chain happens. The first speaker's recognition which he/she is transcended by the second speaker functions as feedback to bring re-construction of new mathematical knowledge to the first speaker. In an emergent chain of communication, the idea that neither of students participating in the communication did not have is emerged. When the message which sender transmitted stimulates receiver, and the new combination of receiver's knowledge is found, a new idea is brought for both of sender and receiver.

从学生思维延续的角度，将数学学习中的沟通链分为四种类型：协调链、共振链、超越链和涌现链。一个坐标链由一个消息链组成，该消息链基于通过共享代码操作进行预测的可能性。坐标链是最基本的形式。共振链是基于接收者的推理，通过补充遗漏的信息而结束的通信链。在共振链中，理解信息所需的知识通过关联认知被记忆。一些存储的知识片段通过相互连接而构成一个认知结构体。当接受者补充的信息超出发送者的意图时，就会发生超越链。第一说话人的认知被第二说话人超越，第一说话人的认知作为反馈给第一说话人带来新的数学知识的重构。在一个涌现的交流链中，参与交流的学生都没有的想法出现了。当发送者传递的信息刺激了接收者，接收者的知识被发现新的组合时，就给发送者和接收者都带来了新的想法。

项目成果

江森 英世: "数学学習におけるコミュニケーション連鎖の研究"平成15年度筑波大学博士(教育学)論文. 1-305 (2003)

江森秀世：《数学学习中的沟通链研究》2003年筑波大学博士（教育）论文1-305（2003）。

米山文雄, 新井達也, 森本明: "数学のコミュニケーションにおける構造的意味の正当化の類型"ろう教育科学会学会誌『ろう教育科学』. 45・2. 89-99 (2003)

米山文雄、新井龙也、森本晃：“数学交流中结构意义的论证类型”聋人教育科学学会杂志，聋人教育科学45・2（2003）。

Characteristics of communication in learning Mathematics

数学学习中沟通的特点

• 发表时间: 2004
• 期刊: Lecture Note on the Opening Ceremony for the Center for Research in Mathematics Education in Thailand
• 作者: Emori;Hideyo
• 通讯作者: Hideyo

The Mechanism of Communication Chain in Learning Mathematics

数学学习中的沟通链机制

• 发表时间: 2003
• 期刊: A dissertation for the degree of Doctor of Philosophy(University of Tsukuba)
• 作者: Emori;H.
• 通讯作者: H.

The Nature of Justification of Mathematical Meaning for the Hearing Impaired Student

听力障碍学生数学意义论证的本质

• 发表时间: 2003
• 期刊: Education for the Deaf 45(2)
• 作者: Yoneyama;F.;Arai;T.;Morimoto;A.
• 通讯作者: A.