| Project/Area Number |
13680302
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
教科教育
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| Research Institution | Nara University of Education |
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Principal Investigator |
SHIGEMATSU Keiichi Nara University of Education, Department of Education, Professor, 教育学部, 教授 (40116281)
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| Co-Investigator(Kenkyū-buntansha) |
HINO Keiko Nara University of Education, Department of Education, Associate Professor, 教育学部, 助教授 (70272143)
TAKAZAWA Shigeki Shiga University, Department of Education, Associate Professor, 教育学部, 助教授 (30268057)
KATSUMI Yoshio Kogakukan University, Department of Literature, Associate Professor, 文学部, 助教授 (40329909)
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| Project Period (FY) |
2001 – 2002
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| Project Status |
Completed (Fiscal Year 2002)
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| Budget Amount *help |
¥2,500,000 (Direct Cost: ¥2,500,000)
Fiscal Year 2002: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2001: ¥1,300,000 (Direct Cost: ¥1,300,000)
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| Keywords | Kenkyu-kai, study group / Teacher's professional development / Metacognition / Primary School / Mathematics Education / Mathematics Journal |
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| Research Abstract |
The present research focused on a case of a study group to assist teachers who engage in enforcing students' metacognition : practicing mathematics journals in elementary school. The analysis of the case led us to identify the characteristics of the study group and demonstrated how it affected to teachers'professional development.
The data used consisted of (1) a focused-student's mathematics journals over two years, 1997-1998, with her teacher's comments, (2) her teacher's instruction journals to the corresponding period of (1), and (3) the study group meetings log of 1995 to 2003.
We examined the data to find relation among events, and analyzed these logs along three dimensions : i) a change in the student's learning, ii) a change in the teacher's communication, and iii) focused-teacher's attainment in knowing metacognition. That also demonstrated our primitive purposes of the research : a teacher can improve her practice in carrying out research on student's metacognition, and her beh
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avior as a researcher can bring her professional development.
The study group is identified as a non-programmed society that the researcher has held at his office on every Friday to provide a setting for teachers to gather and discuss their problems. Participants spontaneously attended meetings to discuss their practical problems. The analysis of the meeting logs revealed that the researcher's will, as that he would nurture metacognition in teachers and enforce scientific behaviors, guided teacher's development. It also showed that, in implementing math journal practice, the researcher functioned as a resource of knowledge on metacognition, mathematics education, research methods and approaches. The teacher, who always kept objectification in her mind, carried out her practice systematically with keeping records of her instructions and her student's responses. The study group functioned as external metacognition during the teacher team's constructing a theoretical framework for the practice. Less
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