小数の乗法の意味に関する記号論的考察

概要

論文の詳細を見る
In Japan, from a viewpoint encouraging the idea of extension, the extension of meaning is emphasized in teaching and learning the multiplication of decimals. In the lesson, specifically, children make sense of multiplication with an idea of proportion mediated by a number line. However, it is pointed out that children cannot cognize the necessity enough nor does the number line function enough. The purpose of this paper, therefore, is to obtain implications for the lesson of the multiplication of decimals through a semiotic analysis of sense-making of a child in an ordinary lesson. The results are followings. (1) It would be effective to consider a method of calculation mediated by the number line for connecting this method to the meaning of expression. (2) It is important to give a continuous image after the proportionality and sets of smaller units in the number line are clearly recognized. Moreover, it is pointed out that the semiotic frame in this paper is able to analyze lessons in more detail from translational and transformational points of view.
全国数学教育学会の論文
2008-00-00