BASIC STUDY FOR DEVELOPMENT OF SCHOOL MATHEMATICS CURRICULUM CORED MATHEMATICAL ACTIVITIES

学校数学课程核心数学活动开发的基础研究

• 批准号: 16300247
• 负责人: SHIMIZU Shizumi
• 金额: $ 3.58万
• 依托单位: UNIVERSITY OF TSUKUBA
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 2004
• 资助国家: 日本
• 起止时间: 2004 至 2006
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-16300247/
• 关键词: MATHEMATICAL ACTIVITIES; PROCESS SKILLS; CURRICULUM; SCHOOOL MATHEMATICS; プロセススキル

OBJECTIVES OF THIS STUDY ARE CLARIFYING THE FUNDAMENTAL BASIS OF SCHOOL MATHEMATICS CURRICULUM CORED WITH MATHEMATICAL ACTIVITIES. AT FIRST, WE SET TOW ACTIVITIES AS THE CORE ACTIVITIES OF DOING MATHEMATICS. ONE IS CREATING/MAKING MATHEMATICS. THE OTHER IS USING/APPLYING MATHEMATICS. THESE ACTIVATES MUST BE SUPPORTED SUITABLE PROCESS SKILLS. SO, WE DISCUSS HOW TO CONSTRUCT THEM ACCORDING TO MATHEMATICAL CONTENTS. FOR EXAMPLE, HOW TO MAKE ALGORITHM, TO USE EQUATIONS, TO CONSTRUCT PROOF/EXPLANATION, ETC.WE TRIED SEVERAL PRACTICES AT ELEMENTARY AND JUNIOR SECONDARY SCHOOLS ACCORDING TO THE RESEARCH FRAMEWORK. WE GOT SOME EVIDENCE TO IMPROVE CLASSROOM LESSON BY INTRODUCING MATHEMATICAL ACTIVITIES. IT IS NEEDED THAT TEACHERS STRUCTURALIZE THE CLASSROOM LESSON. WE TRIED TO INTRODUCED FOUR STAGES. FIRST STAGE IS GRASPING THE CRITICAL POINTS OF THE PROBLEM AND DEVELOPING THE PLAN TO SOLVE IT. SECOND STAGE IS SOLVING PROBLEMS BY ONESELF AND SUMMING UP THE RESULTS FOR SHARING THE IDEAS IN CLASSROOM. THIRD IS DISCUSSING THE ANSWERS, METHODS, IDEAS, ETC. WITH COLLEAGUES AND TEACHER. FINALLY, THE OUTCOME OF LESSON IS CLARIFIED. AND REFLECT THE PROCESSES OF PROBLEM SOLVING PROCESS FOR FINDING THE NEW PROBLEMS AND LOOKING FOR BETTER SOLUTIONS OR APPROACHES.WE FIND OUT THE NEW RESEARCH PROBLEMS TO BE SOLVED IN THE NEAR FUTURE TO ORGANIZE MATHEMATICAL ACTIVITIES IN CLASSROOM LESSON. ONE IS TO DEVELOP THE METHOD FOR EVALUATING THE PUPILS' MATHEMATICAL ACTIVITIES. THE OTHER IS TO CLARIFY AND DEVELOP THE SUITABLE ENVIRONMENT FOR MATHEMATICAL ACTIVITIES.

本研究的目的是阐明以数学活动为核心的学校数学课程的基本依据。首先，我们把两个活动作为做数学的核心活动。一个是创造/制造数学。另一种是使用/应用数学。这些激活剂必须具备适当的工艺技能。因此，我们讨论了如何根据数学内容来构造它们。例如，如何制作算法，如何使用方程，如何构造证明/解释等。我们根据研究框架在小学和初中尝试了几种实践。通过引入数学活动，我们得到了一些改进课堂教学的证据。这需要教师对课堂教学进行结构化。我们尝试引入了四个阶段。第一阶段是抓住问题的关键点，制定解决IT的计划。第二个阶段是自己解决问题，总结结果，以便在课堂上分享想法。三是对答案、方法、思路等进行了探讨。和同事和老师在一起。最后，对本课题的研究成果进行了总结。反思问题解决的过程，发现新问题，寻求更好的解决方案。找出近期需要解决的新研究问题，组织课堂数学活动。一是发展评价小学生数学活动的方法。二是明确和发展适宜数学活动的环境。