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

因材施教数学/数学教育中的问题解决关注自学从数量到质量的转变本研究旨在开发一种能够激发学生学习算术/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“开放”的问题，这些问题可以通过各种方式解决。因此，在这项研究中，我们研究了如何培养学生解决问题的能力，并在他们身上培养一种品质和对生活的热情，这种品质和热情将伴随他们一生。考虑到一个人对明天的希望很重要，我们先给学生介绍简单的问题，然后让他们解决更复杂的问题，让尽可能多的人体验到成功和成就感。学生通过尝试和错误解决问题，并利用他们在数学课上获得的数学直觉和逻辑思维，从而成为学习数学的动力的成功故事比比皆是。人们一直强调，有必要通过设计满足每个学生水平的教学来提高学生的学习意愿。因此，在本研究中，我们考虑了实现上述数学教学法风格的必要条件，这也包括在国家课程中。小班教学和团队教学作为实现这一要求的手段之一，我们对其有效性和必要性进行了探讨。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，本文对日本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项目中加强学生对“数字”理解的建议。

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.