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.
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.
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.
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.
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
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.
The new course of study was enforced from 2012 in the junior high schools. In the
new courses of study, for the 3rd year junior high school students, converse of Ark angle
theorem must be taught. The purpose of this paper is to study the teaching methods of indirect
proofs (Proof by Conversion, Proof by Coincidence) of converse of theorems of Plane Geometry
(Converse of Ark angle theorem, Converse of theorem of Three Squares).