コンピュータを活用した数学の問題作り(IV) : 原題の設定の考察を中心として

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The purpose of this paper is to discuss effective methods of mathematical problem posing by using computer. We practiced such mathematical activities by university students who were the prospective teachers. In study (I), we reported the practice of problem posing by using computer after solving original problem. In study (II), we reported the practice of problem posing by using computer which assign students planning problems freely from the first. In study (III), we reported the practice of problem posing by using computer after solving original problem which is different from the problem in study (I), and examined the effective way of making use of problems posed by students. A feature of the method is to give students enough time to create problems. And another feature is to provide situations in which students make conjectures on results and access the numerical calculation by using computer. In this paper, we report the practice of problem posing by using computer after solving original problem which is different from the problem in studies (I) and (III). Actually we examine how to pose original problem in the problem posing by using computer and what the relation exists between the original problem and the problems posed by students. As in the previous studies, the practice shows some tendency that students who tackled making problem by using computer get some deep understanding for the mathematical properties related to the problems. When students solved problems to each other, the students who are the solvers and the makers commented on problems each other, which showed communication between them. We observed more positive learning activities than the usual classes. It is emphasized that the opportunity to discuss problems posed by using computer in a class is very important in such activity, in particular for the prospective teachers.
全国数学教育学会の論文

コンピュータを活用した数学の問題作り(IV) : 原題の設定の考察を中心として

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