Japan Journal of Mathematics Education and Related Fields
Online ISSN : 2434-8899
Print ISSN : 1349-7332
Volume 58 , Issue 1-2
Japan Journal of Mathematics Education and Related Fields
Showing 1-6 articles out of 6 articles from the selected issue
  • From the view point of Math in Economy and Social sciences
    Sonoko MORI
    2017 Volume 58 Issue 1-2 Pages 1-13
    Published: 2017
    Released: April 21, 2020
    JOURNALS OPEN ACCESS
    Recently, mathematics scholastic ability of Japanese students of university has been declining and it causes various problems. The reasons caused the current situation are largely considered as ①the current Math classes in high schools, ②a positioning of math at entrance exams. That is, the required subject is only math I or the math basics, subjects after mathematics II are optional, so, student does not learn mathematics enough. In addition, it might be pointed out that there is competency variance between universities and high schools, which means variance between math skill required at the economic/business faculties and its contents they learned in high schools. In this paper, We report investigation results about math education in France, from these points and consider mathematics education in Japan.
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  • Takeshi SAKAI, Takashi HIROSE, Katsuhisa HASEGAWA, Noboru SAITO
    2017 Volume 58 Issue 1-2 Pages 15-27
    Published: 2017
    Released: April 21, 2020
    JOURNALS OPEN ACCESS
    The purpose of this study is to clarify the effect of lesson studies with clickers on an intuitive capability of mathematical insight, which is necessary for improvement of practical capability in math lesson. We conducted lesson studies with clickers in classes of the university. As a result of analysis and consideration about responses of clickers in observations of lessons and protocols of discussions in debriefing sessions, we found the change of students’ intuitive capability of mathematical insight by specifying scenes, which were pierced based on a view of knowledge to mathematics and that of math learning and math lesson, and discussing these scenes. We also identified three steps on an intuitive capability of mathematical insight.
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  • Yo-ichi Tan
    2017 Volume 58 Issue 1-2 Pages 29-37
    Published: 2017
    Released: April 21, 2020
    JOURNALS OPEN ACCESS
    I have been involved in junior high school mathematics education for many years. I conducted a survey on junior high school students about learning math. Based on the survey and my teaching experience, I will examine the issues on primary school arithmetic education, and required experiences which lead to basic learning in junior high school. Furthermore, I will place an emphasis on the importance of future education at the primary school stage. I believe that there are some aspects that prompt their thinking, such as logical thinking, algebraic concept using Excel, graphic concept through productive activities and ICT as a learning tool.
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  • Masamitsu NARUSE
    2017 Volume 58 Issue 1-2 Pages 39-47
    Published: 2017
    Released: April 21, 2020
    JOURNALS OPEN ACCESS
    Recently, it is demanded that we discuss the framework of mathematical classes in high school for “learning deeply”. In this study, we practiced a discussion on proofs of derivative formulae of exponential and logarithmic functions in a high school mathematical class by jigsaw techniques. Through our practice, students realized a connection between these formulae and had their own problems. As a result, we considered that students did “learning deeply”.
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  • An advance research and using diagram
    Seiji MORIYA, Kimi OSADA, Youichi TAN, Kyomi TAKUMA
    2017 Volume 58 Issue 1-2 Pages 49-60
    Published: 2017
    Released: April 21, 2020
    JOURNALS OPEN ACCESS
    The objective of this study is to improve the teaching methods on subtraction with borrowing. Japanese teachers instruct contents of mathematics according to an instruction method written in the textbook. However, there are problems in this situation. For examples, it is a big problem that pupils come to use their fingers for calculation. And we confirmed that continuous thinking by pupils was interrupted by the use of blocks. So we have changed how to teach contents of addition with carrying and subtraction with borrowing. We taught pupils with a new strategy, which is how to draw and use the diagram to solve problems without blocks. From the results of educational experiment, we confirmed they could take better ability in addition and subtraction. And we also found that this new strategy has good effect on problem solving with ICT. Because of using ICT, pupils can have opportunity to explain, discuss and consider the problem by using diagrams as the same foundation in mathematics class.
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  • Case study by Optical toy
    Manabu GOTO
    2017 Volume 58 Issue 1-2 Pages 61-70
    Published: 2017
    Released: April 21, 2020
    JOURNALS OPEN ACCESS
    It's necessary to introduce new and attractive teaching materials as one way to settle a modern educational problem. Optical toy which is Italy based on a necessary matter for a teacher in a proposed site to develop new teaching materials under Goto (2017), its necessity was described as a case. As a result of the investigation, perspective, a tricking picture and trick art are enumerated as a matter related to a Optical toy. Those techniques were taken by European ceiling painting of a church, mural and painting in including Italy. It was picked out in Optical toy exhibited at Galileo museum to say “It was possible to think a different design to change the seen angle. ”These seem something which can be guided in elementary school lower grades. This concept wasn't dealt with at all by a textbook, but you also suggested that it's the way of thinking it's better to get in infancy.
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