2015 Volume 56 Issue 1-2 Pages 15-26
From the result of the national scholastic ability, learning situation investigation, the present conditions that the procedural knowledge is not integrated with the conceptual knowledge about ratio are described. In this study we design an instruction plan in consideration of the process of the generalization and iteration to promote integration of the conceptual knowledge and the procedural knowledge about ratio and clarify influence and the effect that the lesson practice based on the design gives to the concept formation of ratio. As a result of pre-to-post for 72 fifth graders we clarified the followings. This lesson is effective for the acquisition of the knowledge learned with the textbook as the basics and the improvement of the conceptual knowledge and the procedural knowledge as utilization. In addition, These three knowledge improves influencing mutually.