| Co-Investigator(Kenkyū-buntansha) |
IWASAKI Hideki Hiroshima University, Graduate School of Education, Professor (50116539)
ISODA Masami University of Tsukuba, CRICED, Associate Professor, 教育開発国際協力研究センター, 助教授 (70212967)
NINOMIYA Hiroyuki Saitama University, Faculty of Education, Associate Professor, 教育学部, 助教授 (40335881)
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| Budget Amount *help |
¥5,800,000 (Direct Cost: ¥5,800,000)
Fiscal Year 2006: ¥1,800,000 (Direct Cost: ¥1,800,000)
Fiscal Year 2005: ¥1,700,000 (Direct Cost: ¥1,700,000)
Fiscal Year 2004: ¥2,300,000 (Direct Cost: ¥2,300,000)
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| Research Abstract |
1. Research Framework
This research targeted at primary mathematics teacher and lesson, which are called implemented curriculum, in the developing countries. Research process and results are shared through the mailing list among the members including international researchers so that this research was able to come up with its ideal of endogenous development of mathematics education.
2. Development of Research Tools
The group developed two research tools, lesson observation checklists and interview items. The aim was to grasp primary teacher's views on mathematics education and children.
3. Implementation of Field Visits
Including two African countries besides the countries in the research title, the group made a field research in 6 countries such as China, Philippines, Thailand, Bangladesh, Ghana, and Zambia.
4. Research Findings and Future Plan
Based on 1, 2, and 3, the draft final report was prepared in June, 2006 and the findings were made public during the international symposium (held in January 2007, approximately 90 participants) co-hosted with CRICED, University of Tsukuba. Currently Japanese government is seriously engaged in international cooperation in the field of mathematics and science education. This research has provided basic information for it and opened possibilities of research cooperation with the key word of endogenousness. Research findings through comparison of teacher's beliefs and lesson were made in relation to teacher related contexts (curriculum, working conditions, etc.), teacher and teaching (teaching experience, mathematics related beliefs etc.), medium of instruction (daily language and medium of instruction, cultural appropriateness etc.) and research methods.
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