図形感覚の認識に関する教授学的研究

抄録

There are many occasions that geometrical sense plays essential roles in the process of recognizing geometrical concept. For example in the process of recognizing the figural concepts, we identify the shape of the objects and see the figure as geometrical figure by use of geometrical sense. In the process of geometrical problem solving and in the reasoning process, we use geometrical sense freely to deal with geometrical figure. But we can't clarify the pedagogical meaning of geometrical sense and as a result we don't have any programs to promote geometrical sense in the teaching of geometry yet. The main purpose of this research is to solve the pedagogical problems about geometrical sense in the teaching of geometry: what is the meaning of recognition of geometrical sense in the teaching of geometry, how is geometrical sense promoted in the teaching of geometry, and so forth. To satisfy the requirements I firstly clarified the characteristics on the recognition of geometrical sense. The role of imagery on the geometrical figure must be respected to make geometrical sense work actively. Secondly I pointed out the importance of the intentional experiences on geometrical sense. We must direct our intention toward objects, geometrical figure, and the geometrical concept to recognize geometrical sense. Thirdly I indicated the possibility of teaching geometrical sense. Finally I possessed some examples of the teaching materials to promote the recognition of geometrical sense. For example intentional activity of tessellation is useful for recognizing internal sense of geometrical sense, and tangram is effective for promoting perceptual functions of geometrical sense, and so forth.