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分数の学習前における子どものインフォーマルな知識の発達
https://doi.org/10.15069/00000489
https://doi.org/10.15069/00000489f38269ff-7176-4254-94b5-4598818d2c54
名前 / ファイル | ライセンス | アクション |
---|---|---|
KJ00000697552 (578.7 kB)
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Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
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公開日 | 2003-03-25 | |||||
タイトル | ||||||
タイトル | 分数の学習前における子どものインフォーマルな知識の発達 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | A Developmental Study of Informal Knowledge which Children acquired before Formally Learning Fractions | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | インフォーマルな知識 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 分数 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 方略 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | informal knowledge | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | fractions | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | strategies | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.15069/00000489 | |||||
ID登録タイプ | JaLC | |||||
ページ属性 | ||||||
内容記述タイプ | Other | |||||
内容記述 | P(論文) | |||||
著者名(日) |
栗山, 和広
× 栗山, 和広× 孫, 琴 |
|||||
著者名よみ |
クリヤマ, カズヒロ
× クリヤマ, カズヒロ |
|||||
著者名(英) |
KURIYAMA, Kazuhiro
× KURIYAMA, Kazuhiro× SON, Qin |
|||||
著者所属(日) | ||||||
値 | 九州保健福祉大学社会福祉学部臨床福祉学科 | |||||
著者所属(日) | ||||||
値 | 宮崎大学文化教育学部 | |||||
著者所属(英) | ||||||
言語 | en | |||||
値 | Department of clinical welfare service, School of social welfare, Kyushu University of Health and Welfare | |||||
著者所属(英) | ||||||
言語 | en | |||||
値 | Faculty of education and culture Miyazaki University | |||||
抄録(英) | ||||||
内容記述タイプ | Other | |||||
内容記述 | The present study was designed to analyze a development of informal knowledge of fractions which children acquired through everyday life. 5-year-old children, first graders and second graders were: given both the division and the partitioning problems. Correct percentages of the partitioning and the division problems were very high. In the partitioning problems two main strategies were found. The first was a unit strategy, in which children partitioned each whole into parts designated in the problem. The second was a large unit strategy , in which children partitioned the whole as 1 to each person and did the remaining objects according to the number of person. 5-year-old children used a unit strategy more than a large unit strategy, but first graders and second graders depended on a large unit strategy more than a unit strategy. These results were discussed in terms of a development of informal knowledge of fractions. | |||||
雑誌書誌ID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA11490417 | |||||
書誌情報 |
九州保健福祉大学研究紀要 en : Journal of Kyushu University of Health and Welfare 巻 4, p. 121-126, 発行日 2003-03-25 |