華道の作品を再現する過程における投影図の分析 : 数学的モデリングの評価を通して

We introduced a class practice which was intended to accomplish the integration mathematics and traditional Japanese flower arrangement (Kado) (Matsuzaki et.al. 2000). The purpose of the study class was to re-create a work of art that selected through group discussion. As their method of re-creating, students used drawing projected figures while referring to the digital-camera figures. In this study we analyzed projected figures that students drew in the process of re-creating. As an analytic method we used quantitative analysis for projected figures in worksheets. To draw projected figures students have to idealize a piece of the work of art. We could admit several inventions (for example, showing the difference between the face and the back of the leaves) to idealize in their figures. But students couldn\u27t re-create the exact arrangement. When re-creating the arrangement using projected figures, idealized mathematical models are not always the best models. Namely, students have to recognize that some parameters lost through mathematical modelling.We introduced a class practice which was intended to accomplish the integration mathematics and traditional Japanese flower arrangement (Kado) (Matsuzaki et.al. 2000). The purpose of the study class was to re-create a work of art that selected through group discussion. As their method of re-creating, students used drawing projected figures while referring to the digital-camera figures. In this study we analyzed projected figures that students drew in the process of re-creating. As an analytic method we used quantitative analysis for projected figures in worksheets. To draw projected figures students have to idealize a piece of the work of art. We could admit several inventions (for example, showing the difference between the face and the back of the leaves) to idealize in their figures. But students couldn\u27t re-create the exact arrangement. When re-creating the arrangement using projected figures, idealized mathematical models are not always the best models. Namely, students have to recognize that some parameters lost through mathematical modelling