Developing Teaching Materials for the Improvement of School Mathematics

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The purpose of this study is to develop teaching materials for the improvement of school mathematics. The following case studies were practiced in secondary school classes, teacher-training programs, or teachers' workshops.1)Developing teaching materials that encourage mathematical activities for lower and upper secondary school students, especially focused on mathematical modeling activities For example,・Problem solving through modeling "the movement of the sun's rays as a circular cone", "the movement of shadow by the sun's rays as a conic section", and "solar eclipse"・Developing problems using a photograph, for example, "Find the height of the tree in the photograph.", "Find the place where the photograph was taken." These problems were introduced into descriptive geometry.・Developing a problem of the earthquake center. The problem of "Find the earthquake center using the distance from earthquake center to the given three points of the map" corresponds to the mathematical model of " … More Find the foot of the perpendicular drawn from the vertex of the triangular pyramid to the base".(2)Developing teaching materials for school mathematics focused on teacher training For example,・Teaching materials for mathematics teacher education. For example, "What is the locus of points in a plane that are the center of the circle tangent to two given circles?"・Case studies of teacher-training program. For example, "Using the problem of how to bisect the area of the figure", "A study of teaching proportion", "A study of teaching linear function".・Case studies of students' appreciation of mathematical modeling activities.(3)Astudy of"Mathematical models" and "12-hedron with congruent rhombic faces" using the text "Problems for Teacher Education(Kyoshi-no-tame-no-mondaishu)" written by SHIMADA Shigeru.Attention needs to be paid to the teaching of modeling so students expand the problem into then* mathematical world through mathematical modeling activities. It is essential for students to appreciate mathematical activities. Less