数学的な表現の主体的な活用を促す指導の研究(4) : 書きことばの「特徴」に焦点をあてて

概要

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From the five representation styles, representation has not only its function but also unique features, and there are different degrees of abstraction. On the other hand, it should be said that writing contributes to the learning of mathematics. So, focusing on "writing", I found out, from the two difficulties such as optionality and motivation (significance), the situation of not being able to write as well as not to write. And I propose some view for guidance to promote students to write positively. (1) Students should be encouraged to write their own ideas and allowed the use of various kinds of expression freely, (2) Teachers should prepare contents which are "funny" and "understandable", and promote autonomous motivation, and make them write actively gradually, (3) In mathematical activity, having "may cause sensory Bilingual", both teachers and students should be engaged with objects which their inquiring mind go to, and through which they use some expressions and write positively. (4) In mathematical activity, by enjoying a higher order and seeking some kind of value, students should use a new expression on a higher degree. Finally, I insist it is important, by looking back what they wrote, students should get a viewpoint where they can find a value about writing.
全国数学教育学会の論文
2012-00-00