高等学校における問題作りを取り入れた微分法の演算指導 : 機械的練習からの改善を目指して

概要

論文の詳細を見る
The purpose of this study is to examine whether having students pose problems is effective in changing calculation drills, which often tend to become mechanical, into something more creative. Within the scope of differential calculus covered in the course Mathematics III, students individually posed problems for calculation. The teacher classified and arranged these and set them in a format called a small test. The following results can be pointed out. Students obtained a deeper understanding through this approach than through textbook-based instruction. This approach also provided an opportunity for students to try on their own to review what they had studied. This form of posing calculation problems in differential calculus has the advantages of suitability to conducting at a relatively high frequency and of making it possible to address the problems of a greater number of students. Posing problems within the scope of integral calculus, on the other hand, should be done slowly and carefully, at low frequency and in special classes. In calculation drills, in which students are involved deeply for reasons including grading, there were many students who were able to practice with more eagerness under this approach than with conventional calculation drills. In using differential calculus to calculate trigonometric functions, in some cases final expressions may vary due to differences in solution methods. Students were able to broaden their points of view by comparing their own answers to the results of the problem posers and other students and also were able to understand various alternative methods well. For these reasons, it may be said that calculation instruction in which the method of posing problems is introduced increases students' creativity and encourages proactive activity.
全国数学教育学会の論文

高等学校における問題作りを取り入れた微分法の演算指導 : 機械的練習からの改善を目指して

スポンサーリンク

概要

著者

関連論文

スポンサーリンク