Process of change of teaching practice and children's proportional reasoning by making aware of a knowledge acquisition model

认识知识获取模型的教学实践与儿童比例推理的变革过程

基本信息

  • 批准号:
    15500588
  • 负责人:
  • 金额:
    $ 2.56万
  • 依托单位:
  • 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

项目摘要

In this study, through a collaborative effort with a teacher in preparing, implementing, reflecting and revising lessons on ratio and proportion based on a knowledge acquisition model, opportunities were provided for the teacher with thinking about the relationship between teaching of terms, notations, calculations and/or formulas in the textbook on the one hand, and developing pupils' proportional reasoning on the other hand. The purpose of the study is to investigate the thinking process of the teacher when he faced a challenge in making aware of the model in his teaching.In 2003, based on a model of "pupils' internalization and creation of mathematical notations concerning ratio and proportion," we developed lesson plans on three content units : "quantity per unit," "multiplication by decimals," and "division by decimals" collaboratively. During the time that the teacher implemented the lesson plans in the classroom, several people including myself observed the lessons and studied t … More hinking processes and changes of some focused pupils intensively. Results of observation of these pupils were informed to the teacher as early as possible. After every lesson, the teacher reflected on his teaching and made a brief report about notices of pupils' thinking and notations and so on. We also had time for discussion about once in a week.In 2005, the data were summarized and analyses of the teacher and the pupils were made. With respect to the teacher, a jointly-created perspective "transformation of pupils in the classroom" provided a situation of discussion between the researcher and the teacher. At the same time, a proposal of letting the pupils draw figures by the researcher attracted the teacher's attention and contributed to deepening the discussion between us. This act of teaching produced situations in which we can learn about pupils' conceptions of learning mathematics and situations in which we can talk about pupils' transformations more concretely. It also produced situations in which the teacher's conception of mathematics teaching is manifested and reflected. With respect to the pupils, the teacher's attempts of letting the pupils draw figures enhanced their process of internalizing the figures as a tool of thinking and their norms of learning mathematics.One implication of this study for bridging gaps between the model, an outcome of research, and actual teaching practice, is the importance of pedagogical tools that serve to concretize the model in the teaching and bringing out teacher's conceptions for mathematics teaching in the discussion. In this study, to let pupils draw figures was such a tool. Less
在本研究中,通过与教师合作,基于知识获取模型准备、实施、反思和修改有关比率和比例的课程,为教师提供了一方面思考课本中术语、符号、计算和/或公式教学之间关系的机会,另一方面培养学生的比例推理能力。本研究的目的是调查教师在教学中遇到模型认知挑战时的思维过程。2003年,我们以“学生内化和创造有关比率和比例的数学符号”的模型为基础,共同制定了“单位数量”、“小数乘法”和“小数除法”三个内容单元的教案。老师在课堂上实施教案的过程中,包括我在内的几个人都在旁听课,集中研究一些专心学生的思维过程和变化。这些学生的观察结果尽早告知老师。每节课后,老师都会对自己的教学进行反思,并就学生的思考、记笔记等情况进行简要汇报。我们每周也有一次讨论的时间。2005年,我们对数据进行了总结,并对教师和学生进行了分析。就教师而言,共同创造的“课堂中学生的转化”视角,为研究者和教师提供了一个讨论的情境。同时,研究者提出的让学生画图的建议引起了老师的注意,并有助于加深我们之间的讨论。这种教学行为创造了一个可以了解学生学习数学的理念的情境,也可以更具体地谈论学生的转变的情境。这也产生了教师数学教学理念的体现和体现的情境。对于学生来说,教师让学生画数字的尝试增强了他们内化数字作为思维工具的过程,增强了他们学习数学的规范。这项研究对于弥合模型、研究成果和实际教学实践之间的差距的一个意义是,教学工具的重要性在于,教学工具可以在教学中具体化模型,并在讨论中提出教师的数学教学理念。在本研究中,让学生画图就是这样一个工具。较少的

项目成果

期刊论文数量(12)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Process of change of teaching on ratio and proportion by making aware of a knowledge acquisition model : Case study
通过了解知识获取模型来改变比率和比例教学的过程:案例研究
授業の中での「表記する」活動と数学的アイディアの発達
课堂上的“符号”活动和数学思想的发展
  • DOI:
  • 发表时间:
    2005
  • 期刊:
  • 影响因子:
    0
  • 作者:
    日野圭子
  • 通讯作者:
    日野圭子
日野圭子: "学習者の側から捉えた数学授業における自力解決場面:日豪の生徒インタビューを通して"日本科学教育学会年会論文集. 27. 155-156 (2003)
Keiko Hino:“从学习者的角度来看数学课堂上的自我解决情况:通过对日本和澳大利亚学生的采访”日本科学教育学会年会记录27. 155-156(2003)。
  • DOI:
  • 发表时间:
  • 期刊:
  • 影响因子:
    0
  • 作者:
  • 通讯作者:
加藤久恵, 日野圭子: "TIMSS1999公開授業ビデオにみるチェコ・オーストラリアの中学校数学授業の考察"第36回数学教育論文発表会論文集. 37-42 (2003)
加藤久佐,日野惠子:“TIMSS1999公开课视频中捷克和澳大利亚初中数学课程的调查”第36届数学教育论文发表会论文集37-42(2003)。
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  • 影响因子:
    0
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HINO Keiko其他文献

HINO Keiko的其他文献

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{{ truncateString('HINO Keiko', 18)}}的其他基金

Development of nursing support program for advance care planning for patients with chronic respiratory diseases
慢性呼吸道疾病患者预先护理计划的护理支持计划的制定
  • 批准号:
    17K12264
  • 财政年份:
    2017
  • 资助金额:
    $ 2.56万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
A historical investigation into the establishment of modern nursing in Japan
日本现代护理事业创立的历史考察
  • 批准号:
    25463358
  • 财政年份:
    2013
  • 资助金额:
    $ 2.56万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
Modernization of medical care at the beginning of the Meiji era -Homes and hospitals: the process of differentiating nursing-
明治初期的医疗近代化 -家庭与医院:护理的分化过程-
  • 批准号:
    23792558
  • 财政年份:
    2011
  • 资助金额:
    $ 2.56万
  • 项目类别:
    Grant-in-Aid for Young Scientists (B)
Study on the opportunity to improve proportional reasoning from the perspective of articulation between primary and lower secondary school curriculum
中小学课程衔接视角下提高比例推理的机会研究
  • 批准号:
    22530952
  • 财政年份:
    2010
  • 资助金额:
    $ 2.56万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
Development and evaluation of mathematics lessons by exploring mathematical notations that foster proportional reasoning
通过探索促进比例推理的数学符号来开发和评估数学课程
  • 批准号:
    19530782
  • 财政年份:
    2007
  • 资助金额:
    $ 2.56万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
Development of teaching unit of proportional reasoning from the perspective of learning process of individual pupils in the mathematics classroom
从数学课堂小学生学习过程看比例推理教学单元的开发
  • 批准号:
    12680178
  • 财政年份:
    2000
  • 资助金额:
    $ 2.56万
  • 项目类别:
    Grant-in-Aid for Scientific Research (C)
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