Positive Research on Acquisition Process of Basic Concepts in Studying Mathematics through Remote Team Teaching Method

远程团队教学法学习数学基本概念习得过程的实证研究

基本信息

批准号：
11680206
负责人：
SHIBATA Hidekazu
金额：
$ 2.3万
依托单位：
Osaka Prefectural Education Center
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1999
资助国家：
日本
起止时间：
1999 至 2000
项目状态：
已结题

项目摘要

Regarding as the development of pupils' recognition ability about quantity and figure in studying mathematics, we have been elucidating the contents of basic concepts and the acquisition process by pupils, focusing on the elementary school mathematics, since 1999. The method consists not only of observing and recording pupils' activity for problem solving by themselves in class of cooperative schools, but also of asking teachers and pupils essential questions in remote team teaching by the video conference from Osaka Prefectural Education Center.In the third term of 1999, "Regular Polygons" and "Ratio" for fifth graders, in the first term of 2000, "Proportion" and "Multiplication of Fraction" for sixth graders, in the second term, "Area" for fourth graders, and "Proportion", "Solid" for sixth graders were executed in the schools, and observed, recorded, and analyzed in our center.The key points of the acquisition of basic concepts by pupils obtained through the observation are as follo … More ws.In "Area", there are (1) bigness and smallness comparison, (2) unit square and measurement by it, and (3) measuration by division, supplementation and transformation.In "Fraction, Ratio and Proportion", there are (1) the difference and feature between round numbers and fraction (or decimal), (2) thoroughness of view points of fraction for division and for inclusion relating to ratio, proportion, and multiple, (3) how to grasp the idea of common unit in sum (or difference) and in product (or quotient), (4) grasp of proportion by reasonable construction of segment figures, (5) systematic grasp of proportional relations by chart, expression and graph.In "Regular Polygon", there are (1) grasp of feature and character by various consideration, (2) construction by the feature, (3) difference between real measurement and logical recognition, (4) confirmation by constructible elements of figures.In "Solid", there are (1) grasp of feature and character of prism and pyramid by observation, (2) recognition of base and side face, (3) drawing development and composition of solid, (4) confirmation by constructible elements of figures. Less

关于学生在研究数学中对数量和数字的认可能力的发展，我们一直在阐明基本概念的内容和学生的获取过程，并从1999年开始着重于小学数学，自1999年以来，该方法自从观察和录制学生的活动中，不仅在询问学生中，而且还构成了与学生的界限，而且还构成了宗教的范围，而且还构成了与他们进行的培训，而且还构成了阶级的培训，而且还构成了阶级的培训，而且在范围内询问了阶级，而且在范围内构成了阶级的培训，而且还构成了阶级的培训，并且在范围内构成了阶级的培训，并且在范围内，既有阶级的培训，又是众所周知的，既有”。在1999年的第三学期中，大阪县教育中心的视频会议，第五年级的“常规多边形”和“比率”，在2000年的第一学期，“比例”和“分数”和“二年级”的“分数”，第二年级，“四年级”的“四年级”和“六年级”的“固体”，以及六年级的“固体”，并在校准，并在校正和分析，并在统治中，并在校准，并在启用，并在统治时期，并在启用，并在启动，并在启用了纽约。 points of the acquisition of basic concepts by pupils Obtained through the observation are as follo … More ws.In "Area", there are (1) bigness and smallness comparison, (2) unit square and measurement by it, and (3) measurement by division, supplementation and transformation.In "Fraction, Ratio and Proportion", there are (1) the difference and feature between round numbers and fraction (or decimal), (2) thoroughness of分裂的分数观点和与比率，比例和多个的纳入有关的观点，（3）如何在总和（或差异）和乘积（或配额）中掌握共同单位的概念，（4）通过合理构建段的构建图，（5）通过图表，表达方式和图形的特征（1）的特征（5）构造（5）构造（5）构造（5）（5）特征，（3）实际测量和逻辑识别之间的差异，（4）通过图形的可构造要素确认。在“固体”中，（1）（1）通过观察棱镜的特征和特征和特征，（2）识别底部和侧面和侧面的识别，（3）固体的绘图和组成，（4）通过构造元素的图形元素确认。较少的