A Study of the Structure of Interaction in Arithmetic and Mathematics Classrooms: Focusing on the Question-Response Process

2021 Fiscal Year Final Research Report

• Project/Area Number: 15K17398
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Education on school subjects and activities
• Research Institution: Nara University of Education
• Principal Investigator: FUNAHASHI Yuka 奈良教育大学, 数学教育講座, 准教授 (30707469)
• Project Period (FY): 2015-04-01 – 2022-03-31
• Keywords: 数学科授業 / 算数科授業 / 相互行為 / 教授行為 / 学習者 / 熟練教師

Outline of Final Research Achievements

The purpose of this study is to identify patterns of interaction in math and mathematics classes by experienced teachers in Japan from the perspective of the question-response process, and to clarify the characteristics of learning and teaching in the development of these patterns.
Through this study, the characteristics of the structuring of lessons by experienced teachers with a focus on both students' statements and lesson objectives, the factors that cause the gap between the perceptions of the teacher and learners, the importance of the linguistic aspect in mathematics classrooms, and the reciprocal relationship among learners in their interactions were clarified.

Free Research Field

数学教育学

Academic Significance and Societal Importance of the Research Achievements

本研究の成果は，我が国の算数・数学科授業の改善の指針を得ることに資するものである．例えば，考察の対象の設定の必要性や考察の観点の意義が感得できない場合に問題は生徒の問題にならないこと，言葉がものや性質を認識する焦点をいかに置くかを決定するという立場から数学には自然言語との共通点を見出すことができ，それゆえ授業において数学的概念を明瞭に言語化することの意義を指摘した．