数学教育におけるコンピュータ・プログラミングの指導について(III)-LOGO言語を中心として-

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  • スウガク キョウイク ニ オケル コンピュータ プログラミング ノ シドウ ニ
  • Teaching of Computer Programing in Mathematics Education(III)-Emphasizing LOGO-

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第2報では,数学教育におけるコンピュータ・プログラミング,とくにLOGO言語による指導について,小学校・中学校・高等学校での実践を通して,その可能性と方向について論じた。この小論では,小学校における図形教育の中でのLOGO言語の活用,とくに子どもにとって価値のある作業-天守閣の測量・カブトの作成・万華鏡模様の作成-の中での実践を通して,子どもの学習へのかかわり方について考察する。

We tried the following instruction of LOGO in elementary school particularly in valuable works for the children. (1)Fifth grade: figure's similarity - measuring the height of Kishiwada Castle and Mizuma Temple -(2)Fifth grade: figure's parallel, symmetric, or rotational movement - making a Japanese helmet(Kabuto)-(3)Fifth grade: figure's movement - making a wall accessory with a kaleidoscopic desigh - Preceding trial made the following clear. (i)In fifth grade, pupils can use English letter of the commands in LOGO easily. Because they use them as only marks. (ii)Even in computer programing, it is sometimes necessary for the pupils to use mathematics. For example, when pupil draw a symmetric figure in LOGO they must not only replace「FD」, 「RT」and「LT」with「BK」, 「LT」and「RT」by considering the property of symmetry. (iii)Pupil's intution is sometimes developed the stable recognition by doing works or by using LOGO. Based on these thing, we think that it is necessary to study about the following points hereafter. (1)How should we place the learning LOGO in the school education?(2)How does LOGO, particulary the turtle graphics, change the pupil's recognition of figure's property that have been learned in school?

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