Developing a model of classroom practice that habituates Developmental thinking and attitudes among teachers and students

2023 Fiscal Year Final Research Report

• Project/Area Number: 18K02518
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Akita University
• Principal Investigator: SATO Manabu 秋田大学, 教育学研究科, 教授 (90587304)
• Co-Investigator(Kenkyū-buntansha): 加藤 久恵 兵庫教育大学, 学校教育研究科, 教授 (00314518) ; 新木 伸次 国士舘大学, 体育学部, 准教授 (30450159) ; 赤井 利行 大阪総合保育大学, 公私立大学の部局等, 教授 (40441620)
• Project Period (FY): 2018-04-01 – 2024-03-31
• Keywords: 発展的思考・態度 / 発展的数学 / 習得的数学 / モデルシート

Outline of Final Research Achievements

The following suggestions were made regarding the role of teachers and lesson design for the habituation of Developmental thinking and attitudes in Mathematics: 1) It is necessary to consider the perspectives of Content developing way and Thinking developing way, integrated and developmental, Concise, Clear and Precise; 2) Teachers' awareness of Mastery mathematics and Developmental mathematics should be captured and 3) The use of Model Sheets is effective for both students and teachers. These results provide suggestions on the role of teachers and lesson design for the habituation of developmental thinking and attitudes in Mathematics. As a result, it is expected that methods of class practice and support for encouraging students' developmental thinking and attitudes will be devised, and that the quality of students' learning and educational practice will be improved.

Free Research Field

教科教育学

Academic Significance and Societal Importance of the Research Achievements

学習者の発展的思考や態度を促すための授業実践や支援の方法や，学習者の学びや教育実践の質の向上に関する研究が推進されると期待される。