面積についての感覚を身に付ける 指導の現状とその改善
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概要
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This paper endeavors to find effective ways to develop elementary school children's ability to estimate the approximate area(numerical value)of an object and to recognize objects that correspond to a given area(numerical value). The author initially asked 296 6th graders to estimate the area of a postcard(about 150cm2). The results showed that many subjects experienced difficulty in estimating the area correctly. Next, the authorized school math textbooks were examined and it was found that they do not deal effectively with how to teach children to estimate an object and its area or how to help the children grasp the size of 100cm2, and that they also do not contain specific problems that require children to guess the area of an object from its numerical value. The author gave a lecture which aimed to help 69 5th graders become proficient in the area estimation strategy "how much," and to help them learn to perceive how large 100cm2 really is. They were taught "benchmark" strategy and also how to estimate the area of an object by considering its length and breadth(length-by-breadth strategy). Their responses before and after the lecture and the thinking processes they used to determine the area of an object of 150cm2 were analyzed. The results are: the accuracy of their estimates of area improved; they used either the "benchmark" strategy or the "length-by-breadth" strategy, or both; the number of wild guesses decreased. The author concludes that the instruction was effective and proposes that math textbooks be improved so that they guide children in visualizing the shape of an object based on numerical values, and develop their sense of how mass corresponds to numerical values. Further instruction in developing estimates of various concrete images is necessary.
- 2013-06-01