数学教育における空間的思考の水準に関する研究 : 改善された質問紙を用いた思考水準調査について

抄録

The major aim of this article is to examine the validity of "The components and its levels of spatial thinking" by author through a written questionnaire paper research. The result from research gave the validity to "The components and its levels of spatial thinking" in terms of existence and hierarchy of levels. Additionally the following implications are found out: -Regarding with the tendency of attainment of levels, the term of development falls into following three divisions: 3^<rd> to 5^<th> grade; 6^<th> to 7^<th> grade and over 8^<th> grade. -In progress between lower levels, representation and spatial reasoning is easier and imaging and visualization is most difficult for students. Especially, students do not necessarily develop the ability of imaging and visualization in this progress. -Mental operation with transformation of object is the feature in upper levels. -Students are able to sketch the given object in an early stage. Interpreting of the projection and net is in same level of thinking, and is more difficult than doing of the sketch. Regarding with any representation, the construct is more difficult than the interpretation. And, the projection is little more difficult than the net for students, and they are able to deal with these representations at 8^<th> grade.