@article{oai:repository.lib.tottori-u.ac.jp:00000544,
 author = {溝口, 達也 and Mizoguchi, Tatsuya},
 issue = {1},
 journal = {鳥取大学教育地域科学部紀要. 教育・人文科学, Tottori University journal of the Faculty of Education and Regional Sciences. Educational Science and the Humanities},
 month = {Sep},
 note = {The purpose of this paper is to respond to the following research problem: how we construct a framework for students' conceptual change of the equal symbol in school mathematics. ln conclusion, we construct such a framework as follows: (1)evolution of the definition of the equal symbol; (2)change of the Objects Connected by the equal symbol; (3)a student's “equality” which evaluates the equal symbol ln order to draw this conclusion, the research is conducted as follows: first, discussing the equivocality and the contraction of mathematical notation in students' knowing about the equal symbol, and then contriving “equality”, which is a student's naive conception that expands general concept of equality second, for the relation of these categories, the definition of the equal symbol evolves with changes of the objects Connected by he equal symbol as a turning point, and a student's “equality" is set up as evaluation to accept such a definition. Finally, some epistemological obstacles related to students' knowing about the equal symbol expected in present elementary mathematics in Japan are illustrated.},
 pages = {195--203},
 title = {学校数学における等号「＝」の認識の変容を捉える観点の設定},
 volume = {1},
 year = {1999},
 yomi = {ミゾグチ, タツヤ}
}