Effects of Instructional Methods to Teach Quadratic Functions Using Cross-Subject and Ordinary Events<教育科学>

DOI IR

Abstract

type:text

In March 2009, the Course of Study for High Schools was announced. This revision has the goals of increasing the abilities to consider and express various events mathematically, appreciating values of mathematics and actively applying it. Moreover, a survey on the State of Implementation of High School Curriculum conducted in 2005 (National Institute for Educational Policy Research), emphasized the need to actively promote mathematical activities in ordinary and social life in general, so that the students can realize the roles that mathematics play and its utilities, as well as the significance of learning mathematics. Considering these trends, this study was intended to examine effects of instructional methods in which students could realize the significance of learning maximum and minimum values in quadratic functions through mathematical activities related to real life, taking the content about maximum and minimum values in quadratic functions as an example from the first year in high school. The descriptive analysis of pre-and post-tests conducted before and after the lessons that were performed. The results showed that mathematical abilities in examining changes and reactions and predicting unknown conditions were enhanced when the problem of quadratic functions of ordinary and familiar events in other subjects, such as contemporary society (social studies) and physics (science), were used as students apply maximum and minimum values in quadratic functions to cross-subject and ordinary events.

Journal

Related Projects

See more

Keywords

Details 詳細情報について

Report a problem

Back to top