| Project/Area Number |
25350184
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Hirosaki University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
中村 享史 山梨大学, 総合研究部, 教授 (70303394)
田端 輝彦 宮城教育大学, 教育学部, 教授 (80344745)
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| Co-Investigator(Renkei-kenkyūsha) |
FUJII TOSHIAKIRA 東京学芸大学, 教育学部, 教授 (60199289)
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| Project Period (FY) |
2013-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥4,940,000 (Direct Cost: ¥3,800,000、Indirect Cost: ¥1,140,000)
Fiscal Year 2015: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2014: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
Fiscal Year 2013: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 数学的な考え方 / 現職教員研修 / 深い学び / 小学校教員研修 / 現職教員 |
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| Outline of Final Research Achievements |
In order for elementary school teachers to experience 'mathematical thinking' the following problems were developed. Circular problem, Integer problem, Average problem, Problem of spreading, problem of order. And I made a development plan at the workshop. And we held a workshop at elementary school. After that, I confirmed the result of the workshop through Lessons. As a result, elementary school teachers understand the "integrated view". There was a teacher in the class trying to associate it with the prerelease matter. However, it became clear that they can not understand "deep learning" based on integrated viewpoint. Even experiencing "mathematical thinking" they can not interpret that experience as mathematics teaching material. Moreover, it shows that they can not evaluate the state of the child from the viewpoint of "mathematical thinking".
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