Developing qualitative research methods for improvement of mathematics teaching
| Project/Area Number |
15500580
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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 |
Science education
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| Research Institution | Kanazawa University |
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Principal Investigator |
OHTANI Minoru Kanazawa University, Faculty of Education, Associate Professor, 教育学部, 助教授 (50241758)
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| Project Period (FY) |
2003 – 2004
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| Project Status |
Completed (Fiscal Year 2004)
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| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,600,000)
Fiscal Year 2004: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2003: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Keywords | improvement of teaching / qualitative research methods / mathematics classroom |
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| Research Abstract |
The research aims at developing qualitative research method in teaching mathematics in elementary and secondary school levels. The investigation consists of three parts. First part addresses theoretical consideration in classroom, which involves qualitative research methodology. The theoretical framework has been influenced by the writings of Magdalene Lampert. Central to its formulations is the notion that mathematics classroom is a system which constitutes of the following events as unit of analysis : teaching to establish a classroom culture ; teaching while preparing a lesson ; teaching while students work independently ; teaching while leading a whole-class discussion ; teaching to deliberately connect content across lessons. Second part addresses design of teaching experiment at sixth and seventh grades. Direct proportion and linear equation are chosen for sixth and seventh grades respectively. Teaching experiments are implemented at two public schools. Every lesson was audio-video taped for later analysis. The third part involves qualitative analysis of each event ; teaching to establish a classroom culture ; teaching while preparing a lesson ; teaching to deliberately connect content across lessons. Description and interpretation of each event shows that these events reflexively constitute entire lesson. The emergent perspective would be promising theoretical underpinning for improvement mathematics teaching.
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Report
(3 results)
Research Products
(6 results)
