| 言語種別 | 英語 |
|---|---|
| 発行・発表の年月 | 2021/07/13 |
| 形態種別 | 研究論文（国際会議プロシーディングス） |
| 査読 | 査読あり |
| 標題 | The Practice and Examination of Opportunities to Translate Representation through Problem–solving |
| 執筆形態 | その他 |
| 掲載誌名 | The 14th International Congress on Mathematical Education |
| 掲載区分 | 国外 |
| 出版社・発行元 | ICME |
| 著者・共著者 | KunihikoShimizu |
| 概要 | The purpose of this research was to practice lessons based on hypotheses and examine opportunities to translate representation through classroom teaching. The research hypothesis was that children will be proactive in their use of diverse mathematical representations when they have questions and explorative in learning problem-solving. The classroom practice involved high school students’ learning of the triangular ratio, in which the learning objective was to find the formula of the area when a pair of corresponding angles and the included side are given . Based on this classroom practice, the process of representation was translated by exploring student questions, while students’ feelings concerning their approach to mathematics were also important. Further, as students’ inquiries deepened, their representation gradually became more sophisticated, and in the process, along with trial and error, a process of returning to representing thought was seen. |