{"_buckets": {"deposit": "137db5f3-c362-4a5d-93c3-2be17cb0de36"}, "_deposit": {"id": "22158", "owners": [], "pid": {"revision_id": 0, "type": "depid", "value": "22158"}, "status": "published"}, "_oai": {"id": "oai:soar-ir.repo.nii.ac.jp:00022158", "sets": []}, "author_link": ["105888"], "control_number": "22158", "item_1628147817048": {"attribute_name": "出版タイプ", "attribute_value_mlt": [{"subitem_version_resource": "http://purl.org/coar/version/c_970fb48d4fbd8a85", "subitem_version_type": "VoR"}]}, "item_6_biblio_info_6": {"attribute_name": "書誌情報", "attribute_value_mlt": [{"bibliographicIssueDates": {"bibliographicIssueDate": "2020", "bibliographicIssueDateType": "Issued"}, "bibliographicPageEnd": "276", "bibliographicPageStart": "271", "bibliographicVolumeNumber": "8", "bibliographic_titles": [{"bibliographic_title": "春期研究大会論文集", "bibliographic_titleLang": "ja"}]}]}, "item_6_description_20": {"attribute_name": "抄録", "attribute_value_mlt": [{"subitem_description": "非認知的スキルの評価に国際的な関心が集まっている.証明の学習・指導についてもこの評価への着目により種々の困難性が低減され得る.そこで,本研究の課題を,「探究的証明に固有な非認知的スキルを教師はどのように評価しているか」と定め,次の結論を得た.「探究的証明」に固有な非認知的スキルを調査対象の教師は次の視点で評価している; 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数学教育の内容・活動に固有な非認知的スキルに対する教師による評価:中学校数学における「探究的証明」に関する調査結果の考察
http://hdl.handle.net/10091/0001922158
http://hdl.handle.net/10091/0001922158