仮想的教示と教訓帰納を用いた分数と小数の概念理解を促す支援
学校教育実践学研究 23 巻
1-8 頁
2017-03-22 発行
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/42766
| ファイル情報(添付) | |
| タイトル ( jpn ) |
仮想的教示と教訓帰納を用いた分数と小数の概念理解を促す支援
|
| タイトル ( eng ) |
Study support to encourage the concept acquisition of fraction and decimal by hypothetical instruction and lesson induction
|
| 作成者 |
浦上 萌
|
| 収録物名 |
学校教育実践学研究
Hiroshima journal of school education
|
| 巻 | 23 |
| 開始ページ | 1 |
| 終了ページ | 8 |
| 収録物識別子 |
[ISSN] 1341-111X
[NCID] AN10491493
|
| 抄録 |
Cognitive counseling is one of a method to improve the cognitive problem. This study is a case report for a 5th grade student who has difficulty with fraction and decimal. To solve his problem, we supported his learning by hypothetical instruction and lesson induction which was cognitive counseling methods. As a result, hypothetical instruction helped concept acquisition about fraction, and lesson induction promoted to reflect his calculation of decimal. Finally, he could assessment himself about his answer and explanation in the case, but could not reflect the assessment on the final exam. In the future, we should support his assessment between some mathematical problems and generalize the methods.
|
| 著者キーワード |
cognitive counseling
concept acquisition of mathematics
self-explanation
elementary school student
|
| NDC分類 |
教育 [ 370 ]
|
| 言語 |
日本語
|
| 資源タイプ | 紀要論文 |
| 出版者 |
広島大学大学院教育学研究科附属教育実践総合センター
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| 発行日 | 2017-03-22 |
| 出版タイプ | Version of Record（出版社版。早期公開を含む） |
| アクセス権 | オープンアクセス |
| 収録物識別子 |
[ISSN] 1341-111X
[NCID] AN10491493
|
