Japan Journal of Mathematics Education and Related Fields

Retrospect to the value of the foundation of Mathematics Education Society of Japan and contribution to the further development of Japan

Kiyoshi Yokochi

2011 Volume 52 Issue 1-2 Pages 1-15
Published: 2011
Released on J-STAGE: April 21, 2020

DOIhttps://doi.org/10.34323/mesj.52.1-2_1

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I am concerned with establishment details of Mathematics Education Society of Japan, and research situation of mathematics education at establishment time. Next I propose the research topics of a present mathematics education based on the above details.

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The way of learning quadratic curves which leads to training the ability in demonstration

A practical teaching project at high school

Toshiyuki Miyagawa, Nobuki Watanabe, Akira Yanagimoto

2011 Volume 52 Issue 1-2 Pages 17-29
Published: 2011
Released on J-STAGE: April 21, 2020

DOIhttps://doi.org/10.34323/mesj.52.1-2_17

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Mathematical proofs seem discouraging to many of the students who learn about demonstration. Some of them don’t even see any significance in tackling proof problems because most of the problems they try to solve just require them to use set patterns or prove the prepositions they have already verified. To make them interested in learning mathematical proof , the students should be provided with such problems that can lead the students to find out new things and understand the linkage between logics systematically. This study is to develop the teaching materials which will let them realize that mathematics consists of various areas which include systematically connected logics and that each of these areas are also systematically related to one another. It is also the aim of this study to verify that such materials will work effectually in teaching mathematics. By adopting the material and the method he had studied , the writer of this thesis really used these methods and taught third-year students about quadratic curve at high school. In the class , they set up their own hypotheses on how to construct a tangential line through the activity of construction. Also , they made the presentations in which they had to dispute the truth of their hypotheses in the style of a proof. In this way they learned that mathematics has a set of systems and that the conclusions they have verified will give them a clue to understanding other prepositions. As a result , some improvement was seen in their understanding of mathematical proofs and this class fostered a positive attitude toward proof problems.

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The development process of a simultaneous-equations solution and the result of an educational experiment in an elementary school

Naoki Ohta, Seiji Moriya

2011 Volume 52 Issue 1-2 Pages 31-47
Published: 2011
Released on J-STAGE: April 21, 2020

DOIhttps://doi.org/10.34323/mesj.52.1-2_31

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We aim at developing the curriculum about the algebra domain (literal expression, a simultaneous equation ) in the elementary school . So a purpose of this study is to show the development of the recognition of children. By the result, I showed that thinking of simultaneous equations need intentional guidance. Because children can not learn it naturally. So I experiment teaching. By the result, I showed that children from third grade to fifth grade are able to learn simultaneous equations.

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Research on the practice of mathematical modeling II

Regarding pension tax issues

Noboru Yoshimura, Akira Yanagimoto

2011 Volume 52 Issue 1-2 Pages 49-58
Published: 2011
Released on J-STAGE: April 21, 2020

DOIhttps://doi.org/10.34323/mesj.52.1-2_49

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Pension tax issues were taken up as a teaching material for mathematical modeling, and an educational experiment for junior high school students was conducted. The original system that prefecture tax money is used to cover the basic portion was introduced. The students were asked to think about the mathematical solution of the prefecture tax rate on the basis of the data about Osaka Prefecture. The proportion model for the 7th-graders and the linear function model for the 9th-graders were used in this educational experiment. This is meant to be a mathematical modeling activity that will develop people to lead the way in our society. The students’ evaluation of mathematics changed perceptibly as a result of this educational experiment. The students who answered that mathematics is useful for solving real-world problems accounted for 94% of the 7th-graders and 95% of the 9th-graders. The students who thought this teaching material was interesting accounted for 72% of the 7th-graders and 82% of the 9th-graders.

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On the fixed straight lines from the point of view on eigenvalue

Noriaki Sato

2011 Volume 52 Issue 1-2 Pages 59-67
Published: 2011
Released on J-STAGE: April 21, 2020

DOIhttps://doi.org/10.34323/mesj.52.1-2_59

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Mathematical teachers at secondary education should be aware of the trends and methodology of mathematics and mathematics education. The purpose of this paper is to study the fixed straight lines from the point of view on eigenvalue.

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