図的表記の思考への影響について : 大学生と中学生との比較を中心に

概要

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In learning geometry we often use iconic figures to give children conditions and questions in word problems. But the figure becomes an object of thinking after finishing plaing the role of giving some information. Children think the problem by using the given figure. If figures influence chidren's thinking, a rate of correct answer of each problem must be different according to being presented each figure. Thus we investigated the differences of rates of correct answer by using three types of figures to see the influence of figures to thinking. As our subjects are 9th grade students and undergraduate students, we discuss similarities and differnces of both students. In conclusion, the influences of figures are appeared in groups of "lower" and "total" of 9th students and "undergraduate" students on "Problem 2". In case of using the figure whose extension is narrower than the correct figure, the rate of correct answer is in general lower than that of using correct figure. Both 9th grade students and undergraduate students tend to be influenced by the presented figures. Useful implication to instruction to lower secondary students can be hardly got from comparison lower secondary students and university students. But the conclusion implys that we must pay attention to presenting figures.
宮崎大学の論文