Determination of cadmium in spring water by graphite-furnace atomic absorption spectrometry after coprecipitation with ytterbium hydroxide

金沢大学教育学部理科教

Determination of cobalt and nickel by graphite-furnace atomic absorption spectrometry after coprecipitation with scandium hydroxide

金沢大学教育学部理科教

A Mathematical Approch to Enhance the Fundamentals (2) : To curry out a guidance which is connected with evaluation

The purpose of this study is to examine whether it is valid to curry out a guidance which is connected with evaluation. In order to achive the purpose,we made a guidable plan which is connected with evaluation,appreciated the aspects which students learnt,attached importance to look back a series of lesson. From now on,we will examine the validity of this study succesively

For the Reform of Mathematics Educationin Kenyan Secondary Schools 【Reports】

Strengthening mathematics and science education at secondary level was declared in the SeventhNational Development Plan of Kenya to establish industrialization and its sustainability. On the otherhand, Japan declared “the educational cooperation to African countries" at the general meeting of UNC-TAD (United Nations Conference on Trade and Development) in April 1996. The declarations of bothcountries realized the fruition of SMASSE(1)project from July 1998 to June 2003.In line with Kenyan government policy, the SMASSE project was launched to enhance mathematicsand science education by in-servicing secondary school teachers in the country with assistance of JapanInternational Cooperation Agency (JICA). The project, therefore, conducted intensive baseline study inthe very first year of operation in order to grasp the situation of mathematics and science education forits preparation.Among this study , the views on educational objectives and on teaching approaches were asked bothto students and to teachers by means of multiple-choice questionnaires. The students' data on mathemat-ics was mainly presented in this paper, which was arranged per grade in terms of preference in choices,because it describes the characteristics of Kenyan mathematics classroom effectively. This can be a firststep towards comprehensive understanding of mathematics education in Kenya

Creating Classes for Developing the Concept of Functions : A System of Learning Activities for Drawing out Four Qualities Tied to Nurturing the Concept of Functions

本研究は，数・量・図形的要素を見出し，どのような関係があるのかを考え，そこにきまりを発見していく力を育成するために以下の研究を進めた。昨年度は，函数観念の育成につながる授業の中で引き出したい４つの姿である，①事象の中に数・量・図形的要素を見つけようとする姿，②どのような関係かを考えていこうとする姿，③関係の中にある法則を見つけようとする姿，④事象を関係で見ていこうとする姿を発達段階ごとに設定し，その４つの姿を引き出すことを目的とした学習活動を仕組む授業実践を積み重ねた。さらに，本年度は，「関数の考えの指導」の関数の考えの背景となる「物事を動的に見ようとする態度」に焦点をあて，４つの姿を引き出すこととする。それらの取り組みを小学校と中学校で統一して取り組むことで「中一ギャップ」や算数・数学への円滑な移行ができると考えた。その結果，単元の事前と事後，昨年と今年とでは４つの姿をについて，どの項目についても肯定的な回答であった。また，教師が意図的に関数の考えを授業の中で取り扱っていくことが，子どもに「関数の観念」を育んでいく上で効果的であり，小・中学校で統一した指導も可能であることが分かった。This study was conducted, as a means of nurturing the ability to discover set facts when seeking out numerical, volumetric, and graphical elements in pondering relationships. Last year, four of figure you want a drawer in the class, which leads to the development of the function concept has been pulled out. This year, the focus was placed on “attitudes for seeing things dynamically”, as a precursor to thinking about functions, and the instruction thereof. It was felt that unifying these efforts in elementary and junior high schools would relieve the “first-year gap”. The result of these efforts was a positive response to all four qualities in both years, before and after the teaching units. In addition, teachers’ deliberate treatment of the idea of functions in classrooms was effective in engendering the “concept of functions” in children, showing that it is possible to have a unified way of teaching in elementary and junior high schools

Collaborative problem solving in mathematics education

本研究の目的は，中学校の数学科において協働的問題解決を生起させる授業の仕かけを探ることである。そのために，特設課題を設定した。この特設課題は，日常課題から必要な既習の数学的知識を組み合わせて，見通しを立てながら挑戦させる課題である。授業実践の結果，協働的問題解決を生起させる有効な課題方法が見出された。The purpose of this study was to examine ways to achieve ‘collaborative problem solving’. To that end, we set up practice lessons that dealt with solving particular problems. The problems involved students having to use mathematical knowledge to solve problems related to natural phenomena in a logical manner. In this way, we were able to engage the students in ‘collaborative problem solving’

Effective Approach to Understanding Statistics by Solving a Real Problem in Collaboration

本研究の目的は，中学校第１学年の統計分野において協働的問題解決場面を設定した実践授業を通して，自分の考えをもつ際の統計，仲間の考え，コンピュータとの関係を検討することである。そのために，生徒が授業実践で記述したワークシートを分析する事例研究を行った。その結果，コンピュータの利用により自分の考えの幅を広げられること，自分の主張を支える根拠として統計を有効に活用できること，仲間の考えを聞くことで自分の考えを豊かにしたり，自分の考えに自信をもてたりすることが示された。This study aimed to find an effective approach to understanding statistics by the collaborative solving of a real problem. To that end, we demonstrated the validity of our approach through experimental lessons. We arrived at the following conclusions. ・It is preferable for students to broaden their understanding of concepts by having access to a computer． ・It is beneficial for students to support their opinions using statistics

The research of probability unit and curriculum with the intention to connect Elementary to Secondary School.: Through mathematical activities that recall probability concept

刻々と変化する現代社会において，不確定な事象を数学的に考察し，判断する能力は必要不可欠である。本研究では，児童・生徒が確率概念を想起することができる小中接続を意図した算数・数学的活動を行うカリキュラム・授業構成の方法を構築することを目的とする。 小中接続を意図した児童・生徒が確率概念を想起することができるような算数・数学的活動を行うカリキュラム・授業構成の方法を構築に向け，本稿では，小学校１年，６年，中学校２年と言う学習の入口，学習の接続，確率の数学的定義を行う３つの学年で目標の設定，授業構成・実践を行い，主に３点の課題を見出した。それは小学校の初期段階から確率概念に繋がるような内容を取り扱うことが可能であり，身近な事象や遊びなどを取り入れることで面白さを体感することができること，小中の接続の内容が曖昧で，中学校での学習との棲み分けが難しいこと，中学校における数学的確率における仮定の設定への意識が低いことが挙げられた。今後はこれらのことを踏まえ，単元・カリキュラムの構築をするために，さらなる理論的整備・授業実践が課題として残っている。In this research, it aims to construct curriculum that elementary and junior high school students can recall probability concepts with the intention to connect Elementary to Secondary School. In this paper, we set goals, planed lesson, practiced lesson for first grade, six grade, second grade of junior high school. As a result, three problems were found. The first is that class linked to probability concept are possible in first grade. The second is that it is difficult to devide contents of probability of six grade and secondary school. The third is junior high school students are less conscious of assumption setting. Based on these three points, it is the next task that organize and practice lesson, construct curriculum