The comprehensive study of developing theory, practice and contents connecting between elementary and secondary mathematics through design experiments

通过设计实验发展中小学数学联系的理论、实践和内容的综合研究

• 批准号: 20500750
• 负责人: OKAZAKI Masakazu
• 金额: $ 2.33万
• 依托单位: Okayama University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2008
• 资助国家: 日本
• 起止时间: 2008 至 2010
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-20500750/
• 关键词: 科学教育; 算数と数学の接続; デザイン実験; 図形の動的な見方; 図形の作図; 図形の移動; 図形の証明; 理論と実践の関係; 教授学的状況論; 図形の動的見方; 一次関数; 算数から数学への移行; 小数の乗除; 割合; 図形の包含関係; 科学教育; 算数と数学の接続; デザイン実験; 図形の動的な見方; 図形の作図; 図形の移動; 図形の証明; 理論と実践の関係; 教授学的状況論; 図形の動的見方; 一次関数; 算数から数学への移行; 小数の乗除; 割合; 図形の包含関係

This study aims at finding the theoretical and empirical bases on the transition from elementary to secondary mathematics through design experiments. We designed two transitional processes in which students developed their recognitions of functional graphs based on their views of rate and in which they enhanced their recognitions of proof through cultivating their dynamic and flexible views of figures, and implemented the experiments. Then, we have extracted and theorized the findings on the transition by analyzing the data qualitatively.

这项研究旨在通过设计实验找到从基础数学到二级数学的过渡的理论和经验基础。我们设计了两个过渡过程，在这些过程中，学生根据他们的速率观点来开发对功能图的认可，并通过培养对数字的动态和灵活的观点，并实施实验，从而增强了他们对证明的认可。然后，我们通过定性分析数据来提取并理论化了有关过渡的发现。