| Project/Area Number |
21830043
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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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 | Joetsu University of Education |
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Principal Investigator |
MIYAKAWA Takeshi Joetsu University of Education, 大学院・学校教育研究科, 准教授 (30375456)
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| Research Collaborator |
WINSLOW Carl コペンハーゲン大学(デンマーク), 理学部, 教授
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| Project Period (FY) |
2009 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥2,626,000 (Direct Cost: ¥2,020,000、Indirect Cost: ¥606,000)
Fiscal Year 2010: ¥1,248,000 (Direct Cost: ¥960,000、Indirect Cost: ¥288,000)
Fiscal Year 2009: ¥1,378,000 (Direct Cost: ¥1,060,000、Indirect Cost: ¥318,000)
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| Keywords | 数学教育学 / 日本の算数・数学授業 / 数学知識 |
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| Research Abstract |
The study explores the nature of mathematical knowledge emerging during the activity in Japanese mathematics lesson. I show, as a result of the analysis of a concrete example, that the mathematical knowledge at stake in the lesson is formed as a result of the interaction with teacher's knowledge of different levels such as on the policy of institution, on the mathematical contents of textbook, on the method of interaction with students, etc. The result points out the necessity of understanding teacher's perception on the mathematical activity in order to better understand the state of knowledge during the activity. The study also identifies different states of knowledge taken into consideration in the descriptions of what is called "mathematical activity" in Japanese course of study and in previous research works in Japan.
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