Japan Journal of Mathematics Education and Related Fields
Online ISSN : 2434-8899
Print ISSN : 1349-7332
Volume 54 , Issue 1-2
Japan Journal of Mathematics Education and Related Fields
Showing 1-6 articles out of 6 articles from the selected issue
• Y. Nakamura
2013 Volume 54 Issue 1-2 Pages 1-11
Published: 2013
Released: April 21, 2020
JOURNALS OPEN ACCESS
In this study, I conducted a questionnaire survey about dyscalculia. In addition, I observed classes of the mathematics in junior high school. As a result, I have found that many supports targeting all students have been made in the class of the mathematics. But I also found that individual support for dyscalculia a little have been made in the class of the mathematics. I want to develop teaching materials for individual support.
• Kazutaka Matsuzaki
2013 Volume 54 Issue 1-2 Pages 13-22
Published: 2013
Released: April 21, 2020
JOURNALS OPEN ACCESS
In the new course of study for mathematics in high schools that has started in 2012, Euler’s formula was added as a new subject in mathematics A. In this reason, we developed some teaching materials about Euler’s formula. In order to calculate the Euler number in the sketch of a non-convex polyhedron, it is important for students to count the number ofvertices, edges and faces correctly. However, when we had college students count the number of vertices, edges and faces in the sketch, the percentage of correct answers was low.Therefore, as a result of analyzing wrong answers and contents of answers, it turned out that there were similarities in answer methods, and similarities in wrong figure recognition about vertices, -edges and faces.
• About a RTMaC lesson study on individual training and collective training
Nobuki WATANABE, Takeo HIRAKI, Masafumi KUMODE, Shogo ODA
2013 Volume 54 Issue 1-2 Pages 23-33
Published: 2013
Released: April 21, 2020
JOURNALS OPEN ACCESS
Recently, it is pointed out that many teachers mathematics teaching are not well. But effective in-service training has not been done. Therefore, we have developed RTMaC lesson study to solve above problem. The study can use in a school teacher training, individual training, and collective training. In this paper, we cleared a next point by our try to be done the study on a group were consisted of some teachers. The study is effective for individual training and collective training because children’s ability and teacher’s ability were improved.
• In reference to a Kazakhstan’s schoolbook
Seiji Moriya
2013 Volume 54 Issue 1-2 Pages 35-48
Published: 2013
Released: April 21, 2020
JOURNALS OPEN ACCESS
On schoolbooks of elementary school in Kazakhstan, an equal sign, a sign of inequality, mathematical symbols and simple equations solved using a reverse thinking are introduced from first grade of the elementary school. Through consideration of many precedent studies on the teaching of mathematical symbols, and contents of these schoolbooks, I suggested the curriculum to teach algebra from first grade of elementary school in Japan.
• Yoshiki Nisawa, Nobuki Watanabe
2013 Volume 54 Issue 1-2 Pages 49-64
Published: 2013
Released: April 21, 2020
JOURNALS OPEN ACCESS
This paper focuses on the effective learning to understand the concept of the area in the elementary mathematics. In Japan, the school mathematics tends to be inclined to numerical calculation. Because of that, it is generally said that the students have less opportunities to understand various concepts of mathematics. This would be considerable issues of students developing further mathematical thinking. One such example is the concept of the area. In terms of the area education, on the one hand, students develop the numeral calculation skills. On the other hand, they do not deeply understand the concept of the area. In response to this, we developed teaching materials and methods, and had the classroom practices. As a result, we confirmed that the teaching materials and methods elevate the students to understand the concept, and it leads to the understanding of the concept of the integral calculus in high school mathematics.