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Unraveling the Metaphors of Mathematics in African Countries
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- Sudo Shun
- Principal Investigator
- 函館工業高等専門学校
About This Project
- Japan Grant Number
- JP18K13186 (JGN)
- Funding Program
- Grants-in-Aid for Scientific Research
- Funding Organization
- Japan Society for the Promotion of Science
Kakenhi Information
- Project/Area Number
- 18K13186
- Research Category
- Grant-in-Aid for Early-Career Scientists
- Allocation Type
-
- Multi-year Fund
- Review Section / Research Field
-
- Basic Section 09040:Education on school subjects and primary/secondary education-related
- Research Institution
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- Hakodate National College of Technology
- Project Period (FY)
- 2018-04-01 〜 2023-03-31
- Project Status
- Completed
- Budget Amount*help
- 3,640,000 Yen (Direct Cost: 2,800,000 Yen Indirect Cost: 840,000 Yen)
Research Abstract
Based on the hypothesis that the low level of mathematical achievement in African countries may be due to a lack of metaphorical learning necessary for understanding mathematical concepts. Therefore, we have conducted research and analysis on the addition and subtraction of positive and negative numbers. As a result, it was found that understanding and estimation of the number line, which is essential for the formation of a metaphor in which numbers can be realized as points on a straight line, have a significant impact on the learning of addition and subtraction of positive and negative numbers. The ability to estimate the ends and middle of a number line was found to be particularly important. In addition, research and analysis in support of the mental number line task, which quantifies the mental number line that is believed to form the basis of number concepts in the field of developmental psychology, suggested that the mental number line may not have been formed.