小学校の幾何教育(第1報) : 実験して得た結果を基礎として

概要

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Taking the curvature as an example, we discussed the viewpoint on geomietry teaching and introduced some cases that will exemplify the method for dealing with geometrical problems in elementary schools. (I) Corresponding to each developmental stage of pupils, we chose one geometrical subsystem that is taught completely in itself. At Stage III (age 8-9) we tried to teach them what the curvature is, which is one of the basic ideas in the differential geometry. (II) In choosing the subject for the subsequent stage we bore in mind that it should be a more generalized subsystem that would be systemati-cally closed as well. At stage III the pupils learned about the inequality in curvatures. (III) Pupils work with the actual subjects. At stage III we taught them what kind of tool to use in measuring the curvature. Let them measure vavious curved lines in their surroundings. (IV) Then, the pupils weres uggested to put into practice what they learned in the classroom. At stage III and next stage on the map or in the actual life, they measure and realize the difference in curvature of the high way, the rail road, etc. At further advanced stage they realize the difference in curvature of lines in graphs, the figures, etc.
大阪教育大学の論文