中学数学の問題における図面の影響についての実験的検討

概要

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Diagram effects on mathematics problems in junior high school were researched experimentally using 173 subjects. Common problems, including diagram-drawing problems, were given to all classes. Four problems were given to some classes with diagrams and to other classes with no diagram. The scores of all 4 problems were higher in the classes with diagrams than in the classes with no diagram. Almost no subjects without diagrams could answer 2 problems correctly without drawing diagrams themselves. The scores of the 2 problems were highly correlated to the scores of diagram-drawing problem. This suggests the existence of common abilities to many problems related to diagrams.
神奈川大学総合理学研究所の論文
2011-00-00