A Study on Children's Naive Conceptions in Mathematical and Scientific Understanding.

本研究旨在澄清儿童对数学和科学学习的幼稚观念。在理论思考的基础上，通过具体的实例分析，对数学教育中的“Yusaburi”概念、“冲突教学法”进行了研究。然后考虑了对学校数学教学的启示。除了发现儿童在学习数学和科学时实际持有的许多幼稚概念外，本项目最重要的成果是我们创造了一种合适的方法来引出儿童的幼稚概念。同时，我们还开创了在课堂活动中利用幼儿的天真观念培养科学认识的方法。在数学教育中，以代数表达式为重点，幼稚的概念被认为是儿童难以将复合代数表达式视为单一对象。我们需要进一步探究儿童的幼稚概念，特别是儿童在数学理解中的划分行为。

The study aims to clarify children's naive conceptions of mathematical and scientific learning. Beside theoretical consideration, the concept of Yusaburi, the Conflict Approach in mathematics education have been studied through analyzing concrete examples. Then the implications for teaching mathematics in school are considered.Beside identifying many actual naive conceptions held by children in learning mathematics and science, the most significant result of this project is that we create an appropriate methodology to elicit children's naive conceptions.Also, we create the method that we could use children's naive conceptions to foster their scientific understanding in whole class lesson activity. In mathematics education, focusing on algebraic expressions, the naive conception is identified that the children's difficulty in considering compound algebraic expressions as single objects.We need to inquire further into children's naive conceptions, in particular children's behavior identified as the compartmentalization in mathematical understanding.