算数教育における「速さ」の概念獲得過程に関する研究(1) : 「速さ」に関する課題分析能力と情意的側面に関連して

抄録

　　In this paper, I have described findings in investigations after lessons on velocity, which stand on the ground of a graphical schema (Dorfler, W., 1991, p.74) of processes of generalization.
　　For connecting an item with another item on this model, I have made use of 6 stages on problem solving of Toda, K. (1954) and processes of the thinking experiment of Mach, E. (1971).

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　　By the way, I have set up the following 3 hypotheses and examined to verify them. The participants in examinations include 170 pupils of 3 elementary schools' grade 6 in Kobe. "
If I carry out lessons on velocity as planned which raise task-analyzation power on velocity and are based on the general model proposed by Dorfler, W.
Hypothesis (1)
　　For task-analyzation power, there maybe exist meaningful differences between pupils whom I taught and ones whom another teachers taught.
Hypothesis (2)
　　For emotional aspects, there maybe exist meaningful differences between pupils whom I taught and ones whom another teachers taught.
Hypothesis (3)
　　For pupils whom I taught, there maybe exist correlation between task-analyzation power and emotional aspects, but there unlikely do for pupils whom another teachers taught.
　　As the result of the examination on task-analyzation power, F-test and t-test verified "Hypothesis (1)" (i.e. F (34, 134)≒44.423 > F (30, 120), t≒6.33^* (^*p≦.05)).
　　As the result of the examination on emotional aspects, F-test and t-test verified "Hypothesis (2)" (i.e. F (34, 134)≒1.175 < F (30, 120), t≒3.48^* (^*p≦.05)).
　　Also Pearson's product-moment correlation coefficient was 0.746 in pupils whom I taught, and was 0.051 in pupils whom another teachers taught, so that this verified "Hypothesis (3)".