A4 Vertaisarvioitu artikkeli konferenssijulkaisussa
COMPARING JAPANESE AND FINNISH 6(TH) AND 8(TH) GRADERS' WAYS TO APPLY AND CONSTRUCT DEFINITIONS
Tekijät: Silfverberg H, Matsuo N
Toimittaja: O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda
Kustannuspaikka: Meksiko
Julkaisuvuosi: 2008
Lehti: Proceedings of the PME Conference
Tietokannassa oleva lehden nimi: PROCEEDINGS OF THE JOINT MEETING OF PME 32 AND PME-NA XXX, VOL 4
Lehden akronyymi: PME CONFERENCE PROCE
Aloitussivu: 257
Lopetussivu: 264
Sivujen määrä: 3
ISSN: 0771-100X
Tiivistelmä
Defining mathematical concepts is an important theme. Many researchers have recognized the importance of developing students understanding of the idea of mathematical defining and attempted to propose methods for helping students to achieve a more sophisticated understanding of the defining (e.g. Zaslavsky & Shir 2005). However, little close attention, except the studies like Fujita and Jones (1997) and Ouvrier-Buffet (2006a & 2006b), has been given to how defining skills are actually related to other skills like for instance hierarchical classifications in students' reasoning. The purpose of this paper is to clarify Japanese and Finnish students' ways of defining geometric concepts. Although, both Finland and Japan have been the top countries in international comparisons, such as the OECD Programme for International Student Assessment (PISA), in addition to many similarities, there are also significant differences between Japanese and Finnish students' geometrical thinking.
Defining mathematical concepts is an important theme. Many researchers have recognized the importance of developing students understanding of the idea of mathematical defining and attempted to propose methods for helping students to achieve a more sophisticated understanding of the defining (e.g. Zaslavsky & Shir 2005). However, little close attention, except the studies like Fujita and Jones (1997) and Ouvrier-Buffet (2006a & 2006b), has been given to how defining skills are actually related to other skills like for instance hierarchical classifications in students' reasoning. The purpose of this paper is to clarify Japanese and Finnish students' ways of defining geometric concepts. Although, both Finland and Japan have been the top countries in international comparisons, such as the OECD Programme for International Student Assessment (PISA), in addition to many similarities, there are also significant differences between Japanese and Finnish students' geometrical thinking.
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