| Project/Area Number |
16330173
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
FUJII Toshiakira Tokyo Gakugei University, Department of Education, professor (60199289)
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| Co-Investigator(Kenkyū-buntansha) |
SHIMIZU Yoshinori University of Tsukuba, Graduate School of Humanities and Social Sciences, Associate Professor (90226259)
NAKAMURA Koichi Tokyo Gakugei University, Department of Education, Professor (80225218)
SEKIGUCHI Yasuhiro Yamaguchi University, Department of Education, Professor (40236089)
NAKAMURA Takashi Yamanashi University, Faculty of education and human sciences, Professor (70303394)
TAKEUCHI Nobuko Tokyo Gakugei University, Department of Education, Professor (70216852)
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| Project Period (FY) |
2004 – 2007
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| Project Status |
Completed (Fiscal Year 2007)
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| Budget Amount *help |
¥13,360,000 (Direct Cost: ¥12,400,000、Indirect Cost: ¥960,000)
Fiscal Year 2007: ¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2006: ¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 2005: ¥3,000,000 (Direct Cost: ¥3,000,000)
Fiscal Year 2004: ¥3,200,000 (Direct Cost: ¥3,200,000)
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| Keywords | lesson study / result lesson / shudan-shiko / cross cultural study / 教師教育 / 授業分析 / 数学教育 |
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| Research Abstract |
The aim of this study is to investigate the role of the research lesson through cross cultural perspective in order to promote teaching in Mathematics. This study identified four things which are as follows:
1. to investigate actual situation on research lesson
2. to identify the role of the University in terms of implementing research lesson
3. to clarify the change in actual teaching activity of Mathematics teacher through research lesson
4. to analyze the role research lesson through case study
The study finally focused on shudan-shiko (shudan literally means group of people in Japanese and shiko means thought) at the whole class discussion. Shudan-shiko was the focus of the study because this is the most notable difference in Mathematics teaching compared with other countries. It also tried to define the function and the positive effects of shudan-shiko. The two main aspects in analyzing shudan-shiko based on the study were the following - 1.learning responsibility and 2. source of mathematical ideas. The following methodology were implemented in the attainment of the objectives of the study: 1. The teacher conducted actual lesson which was videotaped.; 2. There was a discussion on the important points according to the opinion of the teacher as well as the students while reviewing the videotape after the lesson.
The following observations were made during the actual conduct of the lesson - 1. After the teacher presented the problem, the students tried to solve it by themselves and then came up with three main solutions ; 2. Then shudan-shiko was applied which resulted into a class solution totally different from the first three.
A follow-up study is needed that may probably result into having a final conclusion which will come among the three main solutions. There might be a change in some part of the methodology because the researcher should check the work of the student and should conduct individual interview regarding their answers.
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