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 Volume 23
Page 1-8
published_at 2017-03-22
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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
| File | |
| Title ( 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
|
| Title ( eng ) |
Study support to encourage the concept acquisition of fraction and decimal by hypothetical instruction and lesson induction
|
| Creator |
Uragami Moe
|
| Source Title |
学校教育実践学研究
Hiroshima journal of school education
|
| Volume | 23 |
| Start Page | 1 |
| End Page | 8 |
| Journal Identifire |
[ISSN] 1341-111X
[NCID] AN10491493
|
| Abstract |
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.
|
| Keywords |
cognitive counseling
concept acquisition of mathematics
self-explanation
elementary school student
|
| NDC |
Education [ 370 ]
|
| Language |
jpn
|
| Resource Type | departmental bulletin paper |
| Publisher |
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
|
| Date of Issued | 2017-03-22 |
| Publish Type | Version of Record |
| Access Rights | open access |
| Source Identifier |
[ISSN] 1341-111X
[NCID] AN10491493
|
