| Co-Investigator(Kenkyū-buntansha) |
KUDO Bunzo National Institute for Educational Research, Research Department for Educational Content, Chief, 教科教育研究所, 室長 (30231096)
MATSUBARA Shizuo National Institute for Educational Research, Research Center for Science Education, Chief, 科学教育研究センター, 室長 (50132692)
SENUMA Hanako National Institute for Educational Research, Research Center for Science Education, Chief, 科学教育研究センター, 室長 (30165732)
TOMITAKE Toru University of Shimane, Department of Education, Associate Professor, 教育学部, 助教授 (00155566)
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| Research Abstract |
The objectives of this research was to develop learning tasks, learning process and evaluation methods appropriate for integrated learning that integrated society, culture and mathematics in mathematics education. And analyzing textbooks including foreign ones was another objectives.
During three years since 1997, about 10-20 classroom lessons focused on integrated learning were planed, practiced and analyzed in primary, lower secondary and upper secondary schools. Through our research, the following findings were found. Regarding learning tasks, there were many tasks in various places around students and we could develop materials concerning international understanding, environment and welfare, and local area, too. In our project report, problem situations are classified by students' life situation. Regarding learning process, it could be composed of students' activities, group activities and discussion in whole class. In some lessons, students develop their own tasks after their lessons. Regarding evaluation methods, it could be conducted by predicting students' responses before the lesson, observing students' responses in the lesson and analyzing students' responses after the lessen. Furthermore, mathematics abilities that will be used in society could be evaluated by making similar problems to leaning tasks of the lessons. Through analysis of textbooks, it was found that there were appropriate learning tasks in US textbooks. On the other hand, there were rare learning tasks appropriate for integrated approach in Japanese textbooks. Therefore it was again recognized that development of books for integrated learning was useful.
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