WEKO3
アイテム
算数・数学教育における「表現力」をとらえる視点
http://hdl.handle.net/10105/4725
http://hdl.handle.net/10105/472562012786-5ef1-4148-a790-c41f467a2fa2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
NUE59_1_143-149.pdf (3.4 MB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2011-06-08 | |||||||
| タイトル | ||||||||
| タイトル | 算数・数学教育における「表現力」をとらえる視点 | |||||||
| 言語 | ||||||||
| 言語 | jpn | |||||||
| キーワード | ||||||||
| 主題 | Mathematics education, language, representation, communication, 算数・数学教育, 言語, 表現, コミュニケーション, ETYP：教育関連論文 | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
近藤, 裕
× 近藤, 裕
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| 著者(ヨミ) | ||||||||
| 姓名 | コンドウ, ユタカ | |||||||
| 著者別名 | ||||||||
| 姓名 | KONDO, Yutaka | |||||||
| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | The purpose of this study is to clarify viewpoints for the representation in mathematics education. Recently, the discussion about the representation in education is very active. However, discussions has become vague because we do not have a common framework for representations. So, we need a common framework for representation in mathematics education. First, I analyzed papers about representation in mathematics education. Then, I arranged important viewpoints and made tentative framework for representation in mathematics. The following three points are important to make the framework. First, the attribute of mathematics which has several kinds of representation. Secondly, the two attributes of representation in mathematics education which are representation as contents of learning and representation as tools of learning. Lastly, the relationship between representation and communication in a mathematics class. As a result, the following four points were arranged and structured; 1. The use of two languages mainly Japanese and mathematics (i.e. Number, expressions, figure, table, graphs, etc..). And, we are translating these two languages. 2. Mathematical representation is the content that the students must learn. 3. Mathematical representation is a tool for problem solving and understanding mathematics. 4. Mathematical representation is improved through communication. It promotes understanding mathematics through explanation and interpretation. In this way students may understand the importance of communication. In mathematics education, the most important thing is to clarify the purpose of promoting representation ability. | |||||||
| 書誌情報 |
奈良教育大学紀要. 人文・社会科学 巻 59, 号 1, p. 143-149, 発行日 2010-11-30 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 05472393 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AN00181081 | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| その他のタイトル | ||||||||
| その他のタイトル | Overview of the Representation in Mathematics Education | |||||||
| 出版者 | ||||||||
| 出版者 | 奈良教育大学 | |||||||
