{"categories":["OoM"],"height":"190","title":" \u304b\u3051\u7b97\u30fb\u308f\u308a\u7b97\u3067\u30e2\u30c7\u30eb\u5316\u3055\u308c\u308b\u5834\u9762","blog_url":"https://takehikom.hateblo.jp/","blog_title":"\u308f\u3055\u3063\u304dhb","provider_url":"https://hatena.blog","html":"<iframe src=\"https://hatenablog-parts.com/embed?url=https%3A%2F%2Ftakehikom.hateblo.jp%2Fentry%2F20131226%2F1387983600\" title=\" \u304b\u3051\u7b97\u30fb\u308f\u308a\u7b97\u3067\u30e2\u30c7\u30eb\u5316\u3055\u308c\u308b\u5834\u9762 - \u308f\u3055\u3063\u304dhb\" class=\"embed-card embed-blogcard\" scrolling=\"no\" frameborder=\"0\" style=\"display: block; width: 100%; height: 190px; max-width: 500px; margin: 10px 0px;\"></iframe>","type":"rich","description":"Greer (1992)\u300cTable 13-1. Situations Modelled by Multiplication and Division\u300d\u306e\u79c1\u8a33\u3092\uff0c\u8868\u306b\u3057\u3066\u307f\u307e\u3057\u305f\uff0e xlsx\u30d5\u30a1\u30a4\u30eb\u3068pdf\u30d5\u30a1\u30a4\u30eb\u3092\u30c0\u30a6\u30f3\u30ed\u30fc\u30c9\u3067\u304d\u308b\u3088\u3046\u306b\u3057\u307e\u3057\u305f\uff0e\u66f8\u8a8c\u60c5\u5831\u304a\u3088\u3073\u4ee5\u524d\u306e\u8a18\u4e8b\u3078\u306e\u30ea\u30f3\u30af\u306f\u6b21\u306e\u3068\u304a\u308a\u3067\u3059\uff0e Greer, B. (1992). Multiplication and Division as Models of Situations. In Grouws D.A. (Ed.), Handbook of Research on Mathematics Teaching and Learni\u2026","width":"100%","url":"https://takehikom.hateblo.jp/entry/20131226/1387983600","author_url":"https://blog.hatena.ne.jp/takehikom/","provider_name":"Hatena Blog","image_url":"https://cdn-ak.f.st-hatena.com/images/fotolife/t/takehikom/20131223/20131223055336.jpg","version":"1.0","published":"2013-12-26 00:00:00","author_name":"takehikom"}