証明を再構成するストラテジーを顕在化するタスクデザイン
証明を再構成するストラテジーを顕在化するタスクデザイン
In this short paper we focus on how a web-based open flow-chart proving system can support students’ level of understanding of proof structure. To study this, a teacher in a junior high school implemented the same lessons with and without technologies to two different classes with similar student attainment. We examined students’ written responses after the lessons. We found that in the lesson with technologies, students used more strategies such as ‘clarifying what premises and conclusions are in a given problem’, or ‘finding what theorems can be used to prove conclusions in a given problem’. In contrast, in the lesson without technologies more problem-specific strategies ‘finding problem specific properties’ were observed. We speculate the use of technological tools might encourage the teacher to focus on more general proof construction strategies, and this might have affected students’ written responses.
mathematics, education, proof
2
Miyazaki, Mikio
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Fujita, Taro
8564512b-09a9-498f-8fc7-0569d071f04c
Iwata, Kouji
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Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
19 November 2019
Miyazaki, Mikio
b0272598-9ddc-47c8-8d0e-8215a5cb1d5e
Fujita, Taro
8564512b-09a9-498f-8fc7-0569d071f04c
Iwata, Kouji
1c4ad7c4-4670-4c75-836f-fbc731805a0b
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Miyazaki, Mikio, Fujita, Taro, Iwata, Kouji and Jones, Keith
(2019)
証明を再構成するストラテジーを顕在化するタスクデザイン.
52nd Autumn Conference of Japan Society of Mathematical Education (JSME), Tokyo Gakugei University, Tokyo, Japan.
15 - 16 Nov 2019.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
In this short paper we focus on how a web-based open flow-chart proving system can support students’ level of understanding of proof structure. To study this, a teacher in a junior high school implemented the same lessons with and without technologies to two different classes with similar student attainment. We examined students’ written responses after the lessons. We found that in the lesson with technologies, students used more strategies such as ‘clarifying what premises and conclusions are in a given problem’, or ‘finding what theorems can be used to prove conclusions in a given problem’. In contrast, in the lesson without technologies more problem-specific strategies ‘finding problem specific properties’ were observed. We speculate the use of technological tools might encourage the teacher to focus on more general proof construction strategies, and this might have affected students’ written responses.
Text
Miyazaki-etc_JSME_2019
- Accepted Manuscript
More information
Published date: 19 November 2019
Venue - Dates:
52nd Autumn Conference of Japan Society of Mathematical Education (JSME), Tokyo Gakugei University, Tokyo, Japan, 2019-11-15 - 2019-11-16
Alternative titles:
Task design with technology for promoting proof-reconstructing strategies
Keywords:
mathematics, education, proof
Identifiers
Local EPrints ID: 446124
URI: http://eprints.soton.ac.uk/id/eprint/446124
PURE UUID: 32d046e3-1244-4824-b961-b879189a1c77
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Date deposited: 21 Jan 2021 17:34
Last modified: 16 Mar 2024 10:25
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Contributors
Author:
Mikio Miyazaki
Author:
Taro Fujita
Author:
Kouji Iwata
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