2004 Fiscal Year Final Research Report Summary
A Developing Research on Mathematical Teacher's Listening as Practical Power in Lesson
| Project/Area Number |
15530582
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Shiga University |
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Principal Investigator |
TAKAZAWA Shigeki Shiga University, Faculty of Education, Associate Professor, 教育学部, 助教授 (30268057)
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| Co-Investigator(Kenkyū-buntansha) |
SHIGEMATSU Keiichi Nara Educational University, Faculty of Education, Professor, 教育学部, 教授 (40116281)
KATSUMI Yoshio Kogakukan University, Faculty of Literature, Associate Professor, 文学部, 助教授 (40329909)
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| Project Period (FY) |
2003 – 2004
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| Keywords | Listening / Mislistening / Evaluative Listening / Interpretive Listening / Transformative Listening / Selective Listening / Fallible Listening / Unsuccessful Listening |
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| Research Abstract |
The purpose of this paper is to clarify the framework of teacher's listening. There are three forms of listening of teacher ; the evaluative, interpretive and hermeneutic listening of teachers, which I adapt for analysing the listening of teachers.
(1)Evaluative Listening : If a teacher is listening in an evaluative manner they will characteristically have an evaluative stance. For a teacher, students' contributions are judged as either right or wrong. This listening is primarily of the responsibility of the learner.
(2)Interpretive Listening : Interpretive listening is characterised by an awareness of the fallibility of the sense being made. If a teacher is listening in an interpretive manner they will characteristically have an active interpretive stance.
(3)Transformative Listening : There is an attempt to interpret and make sense of what the speaker says, but always from the point of view of the listener. If a teacher is listening in a transformative manner they will characteristicall
… More
y have an open stance to the interrogation of assumptions they are making.
There are three forms of mislistening of teacher ; fallible, Unsuccessful and selective listening of teachers, which I adapt for analysing the mislistening of teachers.
There are three roles of teacher's listening on KIKANSHIDO. In this paper, these roles are told to be built on eight lessons.
(1)A teacher confirms the actual conditions of probrem posing. A teaher confirms if children grasp the meaning of problem. When they misunderstand the problem a teacher explains the meaning of problem again.
(2)A teacher evaluates children's responses. A teacher confirms how they solve the problem. When children make a mistake a teacher instructs them.
(3)A teacher makes a plan for the next instruction. A teacher attends to multiplicity, confrontation, fallibility of children's contributions. A teacher takes up the ideas to be confronted with and differentiate.
There are three roles of teacher's listening on KIKANSHIDO : confirming the actual condition of problem posing, evaluating children's responses, making a plan for the next instruction. Teacher's listening on KIKANSHIDO play an important roles on mathematics instruction. Less
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Research Products
(11 results)
