| Project/Area Number |
13680334
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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 | Kogakkan University |
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Principal Investigator |
KATSUMI Yoshio KOGAKKAN University, Faculty of Arts, Assistant Professor, 文学部, 助教授 (40329909)
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| Co-Investigator(Kenkyū-buntansha) |
KATO Hisae HYOGO University of Teacher Education, Faculty of School Education, Assistant, 学校教育学部, 助手 (00314518)
TAKAZAWA Shigeki SHIGA University, Faculty of Education, Assistant Professor, 教育学部, 助教授 (30268057)
SHIGEMATSU Keiichi NARA University of Education, Faculty of Education, Professor, 教育学部, 教授 (40116281)
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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 |
¥1,600,000 (Direct Cost: ¥1,600,000)
Fiscal Year 2002: ¥600,000 (Direct Cost: ¥600,000)
Fiscal Year 2001: ¥1,000,000 (Direct Cost: ¥1,000,000)
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| Keywords | Elementary Mathematics / Metacognition / Development |
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| Research Abstract |
Mathematics education researchers has accumulated brilliant researches on development of metacognition in respect of problem-solving, e.g. a models and modeling perspective and cooperative metacognitive learning instructions. However, for teachers who actually spend most lesson time for whole class instruction, writing is a practically helpful approach to foster metacognition in student. Focusing such function of writing as an instructive tool to activate metacognitive thinking, we have developed Math Diary Method based on teachers' metacognitive instruction in Math class discourse to foster "Inner Teacher".
A voluntary elementary school teacher implemented the method in her class of 3rd grade in 1997-1998 and 4th grade in 1998-1999. She allotted the last five minutes of every math lesson to encourage her students to write down some notes whatever they got during lesson. Later, more metacognitive instructions were given to students. She collected notes, gave short comments in respect to enhance students' metacognition, which were turned back to students by next lesson.
We picked out Math Diary of a girl who was average in achievement and recorded whole two- year her descriptions with teacher's comments. Writing included mathematical descriptions, metacognitive descriptions and feelings. We analyzed descriptions, identifying metacognitive activities reining each description. The analysis revealed five steps in metacognition.
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