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A Cross-Cultural Research on the Influence of the Teacher of Problem-Solving

问题解决型教师影响力的跨文化研究

基本信息

批准号：
63580219
负责人：
NOHDA Nobuhiko
金额：
$ 1.47万
依托单位：
University of Tskuba
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1988
资助国家：
日本
起止时间：
1988 至 1989
项目状态：
已结题

项目摘要

'Problem Solving' was the most important topics of mathematics education in both Japan and the USA. The research on understanding students' strategies and difficulties in problem solving was considered indispensable to improving the teaching of problem solving in school mathematics. It seemed that these strategies and difficulties were influenced greatly by some cultural factors, such as languages, daily life-styles and so on. Result of this cross-cultural research was as follows:(1) The difficulties and types of problems used here are different from typical problem in both countries. We tried to analyze the students' mathematical ideas and strategies rather than achievements. These changes occurring in the process of students' pattern-finding as they progress through the various grade levels, were identified according to the cultural differences. Some students at each grade level in Japan could find mathematically desirable strategies, while no student in the USA could do the same things. What Japan and the USA had in common survey problems were that many students used strategies of problem-solving.(2) In computational Estimation, both identification and characterization of the strategies of problem-solving possessed by Japanese students were found. More specifically, this research was clarified to identify and describe computational estimation processes used by the best estimators in grade 5th and 8th.(3) This study was done to make exact the effects of teaching and learning-of interactions of the teacher and students who engaged in problem-solving. Japan and USA teachers had to become more aware of the teaching processes which consisted of the strategies and difficulties between the teacher's explanations and the students' approach to problem-solving. Through this research, we believed that we could obtain some useful findings in mathematics education for both Japan and the USA.

“问题解决”是日本和美国数学教育中最重要的主题。了解学生解题策略和解题困难的研究，是改进学校数学解题教学不可或缺的内容。研究结果表明：（1）问题的难度和类型与两国的典型问题不同;我们试图分析学生的数学思想和策略，而不是成绩。这些变化发生在学生的模式发现过程中，随着他们的进步，通过不同的年级，根据文化差异。在日本，每个年级的学生都能找到数学上理想的策略，而在美国，没有学生能做到同样的事情。日本和美国在调查问题中的共同点是，许多学生使用问题解决策略。(2)在计算估计中，发现了日本学生的问题解决策略的识别和表征，具体而言，本研究旨在识别和描述5年级和8年级最佳估计者使用的计算估计过程。(3)本研究的目的是为了更准确地了解教师和学生在问题解决过程中的互动对教与学的影响。日本和美国的教师必须更多地意识到教学过程，包括教师的解释和学生解决问题的方法之间的策略和困难。通过本研究，我们相信可以为日本和美国的数学教育提供一些有益的启示。