权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

A Study of Proportional Reasoning Instruction on Mathematics for Elementary School

小学数学比例推理教学研究

基本信息

批准号：
19500719
负责人：
TABATA Teruhiko
金额：
$ 2.66万
依托单位：
Miyagi University of Education
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2007
资助国家：
日本
起止时间：
2007 至 2009
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-19500719/
关键词：
比例的推論教授実験カリキュラム教授・学習過程実証的研究

项目摘要

(1) A study meeting was held regularly by mathematicians, researchers of mathematics education, and incumbent teachers of mathematics for elementary schools, in which an instruction experiment program for proportional reasoning was constructed.(2) Based on this program, an instruction experiment was carried out continuously for three years at two elementary schools.The two results of the instruction experiments are as follows.In the instruction experiment of Kei Ichikawa, a transitional change from an addition strategy to a multiple strategy was observed of third and fourth graders as their proportional reasoning developed.In the instruction experiment of Takeo Takahashi, it became clear that number line is effective in helping the development of the proportional reasoning of fourth and fifth graders.

(1)数学家、数学教育研究者和小学数学教师定期召开学习会，构建了比例推理教学实验方案。(2)在此基础上，在两所小学连续进行了三年的教学实验，结果表明：在市川惠的教学实验中，随着比例推理能力的发展，三、四年级学生的比例推理能力从加法策略向乘法策略过渡;在高桥武雄的教学实验中，三、四年级学生的比例推理能力从加法策略向乘法策略过渡;在高桥武雄的教学实验中，三、四年级学生的比例推理能力从加法策略向乘法策略过渡。很明显，数字线在帮助四年级和五年级学生发展比例推理方面是有效的。