| Project/Area Number |
25381181
|
|---|
| Research Category |
Grant-in-Aid for Scientific Research (C)
|
| Allocation Type | Multi-year Fund |
|---|
| Section | 一般 |
|---|
| Research Field |
Education on school subjects and activities
|
|---|
| Research Institution | Shizuoka University |
|---|
Principal Investigator |
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
KUMAKURA HIROYUKI 静岡大学, 教育学部, 教授 (00377706)
KONDO YUTAKA 奈良教育大学, 教育学部, 准教授 (80551035)
HANAKI RYO 奈良教育大学, 教育学部, 准教授 (70549162)
大田 春外 静岡大学, 教育学部, 名誉教授 (40126769)
|
|---|
| Co-Investigator(Renkei-kenkyūsha) |
OTA HARUTO 静岡大学, 教育学部, 名誉教授 (40126769)
|
|---|
| Research Collaborator |
Keith Jones サウザンプトン大学, 教育学研究科, 教授
FUJITA TARO エクセター大学, 教育学研究科, 講師
MATSUMOTO SHINICHIRO 静岡大学, 教育学部, 教授 (40447660)
KAWAI IKUMI 静岡県藤枝市立広幡中学校, 教諭
KONDO MASAO 静岡県教委静西教育事務所, 指導主事
SAKAMOTO KENJI 静岡県牧之原市立相良中学校, 教諭
YOSHIMURA HISAMI 静岡県焼津市立大村中学校, 教諭
MOCHIZUKI MIKI 山梨県甲府市立北中学校, 教諭
|
|---|
| Project Period (FY) |
2013-04-01 – 2016-03-31
|
| Project Status |
Completed (Fiscal Year 2015)
|
| Budget Amount *help |
¥4,680,000 (Direct Cost: ¥3,600,000、Indirect Cost: ¥1,080,000)
Fiscal Year 2015: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2014: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2013: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
|
|---|
| Keywords | 数学教育 / 数学科教員養成 / 数学的活動 / 図形教育 / 置換 |
|---|
| Outline of Final Research Achievements |
We researched the teaching contents and methods for fostering the mathematics teacher in secondary school. Referring to mathematics curriculum design in UK or Finland, we have proposed the five strands about “Practical Teaching Ability for the mathematics teacher”, namely, understanding students’ learning process, understanding mathematics, mathematics curriculum design, developing mathematics lessons and teaching, and evaluating lessons. Concerning the phases of proceeding lessons, we particularly emphasize Mathematical Activity, which is indispensable for exploring mathematics and reforming learners’ sense of learning or doing mathematics lessons. Then we have done Lesson Studies in faculty of education and lower secondary schools, and clarified learners’ thinking in these phases.
|
