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Volume 54 (2013)
- Issue 3-4 Pages 71-
- Issue 1-2 Pages 1-
Volume 54, Issue 1-2
Japan Journal of Mathematics Education and Related Fields
Displaying 1-6 of 6 articles from this issue
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Y. Nakamura2013 Volume 54 Issue 1-2 Pages 1-11
Published: 2013
Released on J-STAGE: April 21, 2020
JOURNAL FREE ACCESSIn 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.View full abstractDownload PDF (1184K) -
Kazutaka Matsuzaki2013 Volume 54 Issue 1-2 Pages 13-22
Published: 2013
Released on J-STAGE: April 21, 2020
JOURNAL FREE ACCESSIn 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.View full abstractDownload PDF (1061K) -
About a RTMaC lesson study on individual training and collective trainingNobuki WATANABE, Takeo HIRAKI, Masafumi KUMODE, Shogo ODA2013 Volume 54 Issue 1-2 Pages 23-33
Published: 2013
Released on J-STAGE: April 21, 2020
JOURNAL FREE ACCESSRecently, 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.View full abstractDownload PDF (1031K) -
In reference to a Kazakhstan’s schoolbookSeiji Moriya2013 Volume 54 Issue 1-2 Pages 35-48
Published: 2013
Released on J-STAGE: April 21, 2020
JOURNAL FREE ACCESSOn 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.View full abstractDownload PDF (6336K) -
Yoshiki Nisawa, Nobuki Watanabe2013 Volume 54 Issue 1-2 Pages 49-64
Published: 2013
Released on J-STAGE: April 21, 2020
JOURNAL FREE ACCESSThis 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.View full abstractDownload PDF (1890K) -
Noriaki Sato2013 Volume 54 Issue 1-2 Pages 65-70
Published: 2013
Released on J-STAGE: April 21, 2020
JOURNAL FREE ACCESSThe 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).View full abstractDownload PDF (596K)
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