Positive Research on Acquisition Process of Basic Concepts in Studying Mathematics through Remote Team Teaching Method

从1999年开始，我们以小学数学为研究对象，围绕小学生数学学习中的量和图形识别能力的发展，阐述了小学生数学基本概念的内容和获得过程。该方法不仅包括观察和记录学生在合作学校的课堂上自己解决问题的活动，而且还包括通过大坂府教育中心的视频会议在远程小组教学中向教师和学生询问基本问题。在1999年第三学期，五年级学生的“常规多项测验”和“比率”，在2000年第一学期，本中心对小学六年级学生的“比例”、“分数的乘法”、第二学期的“面积”、“比例”、“立体”等基本概念进行了现场观察、记录和分析。通过观察得出小学生基本概念获得的要点如下：1.小学生基本概念获得的要点是：1.小学生基本概念 ...更多信息 在《面积》中，有（1）大小的比较，（2）单位平方及其度量，（3）除、补、换的度量;在《分数、比率、比例》中，有（1）整数与分数的区别和特点（或小数），（2）关于比率、比例和倍数的除法和包含的分数观点的彻底性，（3）如何把握总和公共单位的概念（或差异）和产品（或商），（4）通过合理构造线段图形来把握比例，（5）通过图表、表达式和图形来系统地把握比例关系。在《正多边形》中，有（1）通过各种考虑把握特征和性质，（2）通过特征构造，（3）真实的测量与逻辑识别的区别，（4）通过图形的可构造元素确认。《立体》中有（1）通过观察把握棱柱和棱锥的特征和性质，（2）识别底面和侧面，（3）立体的图形展开与构图;（4）图形的可构元素确认。少

Regarding as the development of pupils' recognition ability about quantity and figure in studying mathematics, we have been elucidating the contents of basic concepts and the acquisition process by pupils, focusing on the elementary school mathematics, since 1999. The method consists not only of observing and recording pupils' activity for problem solving by themselves in class of cooperative schools, but also of asking teachers and pupils essential questions in remote team teaching by the video conference from Osaka Prefectural Education Center.In the third term of 1999, "Regular Polygons" and "Ratio" for fifth graders, in the first term of 2000, "Proportion" and "Multiplication of Fraction" for sixth graders, in the second term, "Area" for fourth graders, and "Proportion", "Solid" for sixth graders were executed in the schools, and observed, recorded, and analyzed in our center.The key points of the acquisition of basic concepts by pupils obtained through the observation are as follo … More ws.In "Area", there are (1) bigness and smallness comparison, (2) unit square and measurement by it, and (3) measuration by division, supplementation and transformation.In "Fraction, Ratio and Proportion", there are (1) the difference and feature between round numbers and fraction (or decimal), (2) thoroughness of view points of fraction for division and for inclusion relating to ratio, proportion, and multiple, (3) how to grasp the idea of common unit in sum (or difference) and in product (or quotient), (4) grasp of proportion by reasonable construction of segment figures, (5) systematic grasp of proportional relations by chart, expression and graph.In "Regular Polygon", there are (1) grasp of feature and character by various consideration, (2) construction by the feature, (3) difference between real measurement and logical recognition, (4) confirmation by constructible elements of figures.In "Solid", there are (1) grasp of feature and character of prism and pyramid by observation, (2) recognition of base and side face, (3) drawing development and composition of solid, (4) confirmation by constructible elements of figures. Less