数学的モデル化の観点から見た学習者の解の吟味を支援する教材の条件：方程式の文章題を中学２年生が解決する過程の分析を通じて

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  • Conditions for Teaching Materials that Support Learners’ Validation: An Analysis of 8th-grade Students’ Mathematical Problem-solving Processes
  • スウガクテキ モデルカ ノ カンテン カラ ミタ ガクシュウシャ ノ カイ ノ ギンミ オ シエン スル キョウザイ ノ ジョウケン : ホウテイシキ ノ ブンショウ ダイ オ チュウガク 2ネンセイ ガ カイケツ スル カテイ ノ ブンセキ オ ツウジテ

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<p>The purpose of this paper was to clarify junior high school student validation processes in solving word problems for simultaneous equations. We proposed and demonstrated new hypotheses through the observation of an 8th-grade mathematics class from the following two viewpoints: validation of real results in solving word problems in mathematical modeling and an implicit requirement for learners referred to as the fictionality of word problems. Fictionality is described as the fact that when learners solve word problems, they cannot avoid constructing nonexistent fictional worlds in their minds from the problems and engage in modeling activities in these fictional worlds. Analyzing the classroom observations, we found that even if learners are aware of the fictionality of a word problem, it is when they obtain mutually exclusive multiple real results that they feel the necessity of validating their results. It is suggested that a condition of word problems as teaching materials for supporting learners’ realization of the necessity of validating their results is that the problems must allow them to generate multiple real models.</p>

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  • 科学教育研究

    科学教育研究 43 (4), 333-344, 2019

    一般社団法人 日本科学教育学会

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