Study on Development of Teacher Metacognition in Mathematics Instruction
| Project/Area Number |
21730695
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Hyogo University of Teacher Education |
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Principal Investigator |
KATO Hisae 兵庫教育大学, 大学院・学校教育研究科, 准教授 (00314518)
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| Project Period (FY) |
2009 – 2011
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| Project Status |
Completed (Fiscal Year 2011)
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| Budget Amount *help |
¥2,860,000 (Direct Cost: ¥2,200,000、Indirect Cost: ¥660,000)
Fiscal Year 2011: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2009: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Keywords | 数学教育 / メタ認知 / 教師教育 / 授業分析 |
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| Research Abstract |
Teacher metacognition means that teachers think about their own thinking regarding their teaching. On mathematics instruction, I consider that teachers activate their own teaching knowledge, skills, strategies and metacognitive knowledge with their teacher metacognition. The purpose of this research is to analyze the case of teacher metacognition in mathematics instruction. For this purpose, a framework of teacher metacognition focusing on the activated knowledge is described first. This framework is based on teachers activate their own teaching knowledge, skills, strategies and metacognitive knowledge. On this framework, it was described that if a teacher refer to his teaching activities during the interviews.
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Report
(4 results)
Research Products
(4 results)
