A Cross-Cultural Research on the Influence of the Teacher of Problem-Solving

问题解决型教师影响力的跨文化研究

• 批准号: 63580219
• 负责人: NOHDA Nobuhiko
• 金额: $ 1.47万
• 依托单位: University of Tskuba
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1988
• 资助国家: 日本
• 起止时间: 1988 至 1989
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-63580219/
• 关键词: Mathematics; Problem Solving; Estimation; Cognition; Education; Japan-USA; 比較文化的研究; 数学達成度; 教師と生徒の関係; Mathematics; Problem Solving; Estimation; Cognition; Education; Japan-USA; 比較文化的研究; 数学達成度; 教師と生徒の関係

'Problem Solving' was the most important topics of mathematics education in both Japan and the USA. The research on understanding students' strategies and difficulties in problem solving was considered indispensable to improving the teaching of problem solving in school mathematics. It seemed that these strategies and difficulties were influenced greatly by some cultural factors, such as languages, daily life-styles and so on. Result of this cross-cultural research was as follows:(1) The difficulties and types of problems used here are different from typical problem in both countries. We tried to analyze the students' mathematical ideas and strategies rather than achievements. These changes occurring in the process of students' pattern-finding as they progress through the various grade levels, were identified according to the cultural differences. Some students at each grade level in Japan could find mathematically desirable strategies, while no student in the USA could do the same things. What Japan and the USA had in common survey problems were that many students used strategies of problem-solving.(2) In computational Estimation, both identification and characterization of the strategies of problem-solving possessed by Japanese students were found. More specifically, this research was clarified to identify and describe computational estimation processes used by the best estimators in grade 5th and 8th.(3) This study was done to make exact the effects of teaching and learning-of interactions of the teacher and students who engaged in problem-solving. Japan and USA teachers had to become more aware of the teaching processes which consisted of the strategies and difficulties between the teacher's explanations and the students' approach to problem-solving. Through this research, we believed that we could obtain some useful findings in mathematics education for both Japan and the USA.

“解决问题”是日本和美国数学教育的最重要主题。理解学生在解决问题方面的策略和困难的研究被认为是改善学校数学解决问题的教学必不可少的。似乎这些策略和困难受到某些文化因素，例如语言，日常生活方式等的影响。这项跨文化研究的结果如下：（1）这里使用的问题的困难和类型不同于两国的典型问题。我们试图分析学生的数学思想和策略，而不是成就。这些变化是根据文化差异确定的，随着学生在各个年级的发展过程中的模式调查过程中发生的变化。日本每个年级的一些学生都可以找到数学上理想的策略，而在美国，没有学生可以做同样的事情。日本和美国在常见的调查问题中遇到的是，许多学生使用了解决问题的策略。（2）在计算估计中，发现了日本学生所拥有的问题解决策略的识别和表征。更具体地说，这项研究被澄清了，以识别和描述5年级和8年级最佳估计器所使用的计算估计过程。（3）这项研究是为了确切地完成了从事问题解决问题的老师和学生的教学和学习互动的影响。日本和美国的教师必须更加意识到教学过程，其中包括教师的解释与学生解决问题的方法之间的策略和困难。通过这项研究，我们认为我们可以在日本和美国获得一些有用的数学教育发现。