#### 2000OA小学校児童による有理数の乗法における乗数効果の分析

vol.22, pp.206-215, 2007

The purpose of this study is to identify the multiplier effect in elementary school students from 4th to 6th grades who had already learned multiplication, and to investigate how to overcome it. For this purpose, we set the two viewpoints of i) the consciousness about the size relation of multiplier, multiplier, and product, and ii) the relation with results of ×0 and ×1, and a questionnaire investigation for students is carried out in order to inquire the feature and tendency of their understanding. According to the questionnaire for 638 students in four elementary schools, it checked that multiplier effect was especially seen in the 4th and 5th grade students. Moreover, in order to explore the cause, the consciousness of students who show the multiplier effect was followed up by using the selection problem and case method. These results showed that (1) the students who show multiplier effect especially tends to take notice of the size relation between multiplier and multiplier. (2) leanings of ×0 and ×1 could not prevent the belief "becoming large whenever it multiply", and these suggested that the consistent consideration of supports in teaching of integer, rational numbers, proportion and ratio was required.

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Greerの文献は、電子媒体入手困難かと思います。それを引用した、小原豊「小学校児童による有理数の乗法における乗数効果の分析」 https://t.co/BeypoKw5rA はオープンアクセスで読めます
かけ算における「倍」と「積」、あるいは https://t.co/BeypoKw5rA の文献より読める〈乗数と被乗数が区別される文脈〉〈乗数と被乗数を区別しない文脈〉といった区別が、たし算でも同様に考えられ、「増加」と「合併」と表現されています

「アマチュア「研究」者による文献「研究 」」QT @takehikom: #掛算 コントロール実験ではないけれど、被乗数・乗数の意味に関する実験は http://t.co/5By2ksTQwK http://t.co/2Yd9p1YsYm …
#掛算 コントロール実験ではないけれど、被乗数・乗数の意味に関する実験は http://t.co/BeypoKNGQa http://t.co/4ZukQ4Kz4J http://t.co/ucuTtmkQPS