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TEACING PROBLEM- SOLVING IN MATHEMATICS EDUCATION IN ACCORDANCE WITH STUDENT'S APTITUDE : WITH FOCUS ON THE SHIFT FROM QUANTITY TO QUARITY OF SELF STUDY.

数学教育因材施教：注重自学从量到质的转变。

基本信息

批准号：
13680186
负责人：
NOUDA Nobuhiko
金额：
$ 1.66万
依托单位：
IWATE UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2001
资助国家：
日本
起止时间：
2001 至 2002
项目状态：
已结题

项目摘要

Teaching Problem-Solving in Arithmetic / Mathematics Education in Accordance with Students' Aptitude ; With a Focus on the Shift from Quantity to Quality of Self-StudyThis research aims to develop a teaching method that can motivate students to learn arithmetic/mathematics. In order to make learning worthwhile and promote future learning through current learning, teaching should provide learners with 'open' problems which can be tackled in various ways. Thus, in this study, we investigated ways in which to foster students' skills in problem solving and develop in them a quality and a kind of zest for life that will stay with them throughout their lives. Considering that one's hope for tomorrow is important, we initially introduced easier problems to the students and then let them tackle more complicated ones so that as many as possible could experience success and a sense of achievement.Success stories of students becoming motivated to study mathematics by solving problems through trial and error and using their mathematical intuition and logical thinking they have acquired in the math class abound. It has been emphasized that increasing students' will to study through teaching designed to meet the level of each student is necessary. Thus, in this study we considered the requisites for realizing the aforementioned style of mathematics pedagogy which is also included in the national course of study. As one of the means to fulfill the requisite, small class-size instruction and team-teaching we discussed in terms of their effectiveness and need.As one of the factors that contribute to the basic conditions for developing teachers who will practice the kind of math pedagogy mentioned above, a comparative analysis was done between the presentation of diagrams in Japanese school textbooks and their American counterparts. Lastly, a proposal for enhancing students' understanding of "numbers" in the elementary teacher-training program was made.

算术/数学教育中因材施教；着眼于自学从数量到质量的转变本研究旨在开发一种能够激励学生学习算术/数学的教学方法。为了使学习有价值并通过当前的学习促进未来的学习，教学应该为学习者提供可以通过多种方式解决的“开放”问题。因此，在这项研究中，我们研究了如何培养学生解决问题的技能，并培养他们终生伴随的品质和对生活的热情。考虑到对明天的希望很重要，我们先把简单的问题介绍给学生，然后让他们解决更复杂的问题，让尽可能多的学生体验到成功和成就感。学生通过尝试和错误解决问题，利用在数学课上获得的数学直觉和逻辑思维来激发学习数学的成功故事比比皆是。人们强调，通过适合每个学生水平的教学来提高学生的学习意愿是必要的。因此，在这项研究中，我们考虑了实现上述数学教育学风格的必要条件，这也包括在国家课程中。作为满足必要条件的手段之一，小班教学和团队教学的有效性和必要性进行了讨论。作为培养实践上述数学教学法的教师的基本条件的因素之一，我们对日本学校教科书和美国学校教科书中图表的呈现方式进行了比较分析。最后提出了在小学教师培训中加强学生对“数”的理解的建议。