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割合の問題解決における方略分析
https://doi.org/10.15069/00000628
https://doi.org/10.15069/00000628a2df0db1-d533-4eec-8947-4507396ae1e1
名前 / ファイル | ライセンス | アクション |
---|---|---|
KJ00004537177 (608.0 kB)
|
Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
---|---|---|---|---|---|---|
公開日 | 2006-03-25 | |||||
タイトル | ||||||
タイトル | 割合の問題解決における方略分析 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | An analysis of Solution Strategies in Solving Ratio Problems | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 割合 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 数学的公式 | |||||
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 | 方略 | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | ratio problems | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | mathematical rule | |||||
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 | 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 | 10.15069/00000628 | |||||
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 |
|||||
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 |
|||||
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(英) | ||||||
言語 | en | |||||
値 | Department of Clinical Welfare Service, School of Social Welfare, Kyushu University of Health and Welfare | |||||
抄録(英) | ||||||
内容記述タイプ | Other | |||||
内容記述 | The purpose of this study was to examine the solution strategies in solving ratio word problems. Thirty-three sixth graders solved three problems of ratio concepts. Three ratio word problems composed of the first term of proportion (p=a÷b;p: proportion, a: quantity to be compared, b: base quantity), the second term of proportion (b×p=a), the third term of proportion (b=a÷p). After solving the ratio word problems, students were interviewed individually. Seven kinds of solution strategies were found: computational strategy, estimation strategy, metacognition strategy, division strategy, inexplicable strategy, figure strategy, and multiple strategy. Students used metacognition and division strategy that students invented, rather than the computational strategy that were instructed in school. This suggested that children utilized not mathematical rule but informal strategies which students invented. These results were discussed in terms of the viewpoint of new curriculum based on informal knowledge that students have themselves. | |||||
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 7, p. 87-92, 発行日 2006-03-25 |