2022 Fiscal Year Final Research Report
A study on elementary school teachers' pedagogical content knowledge for the teaching of argumentation s a mathematical process
| Project/Area Number |
18K02958
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09080:Science education-related
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| Research Institution | Osaka Kyoiku University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
真野 祐輔 広島大学, 人間社会科学研究科(教), 准教授 (10585433)
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| Project Period (FY) |
2018-04-01 – 2023-03-31
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| Keywords | 数学教育 / 教員養成 / 授業研究 / 教育学的内容知 |
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| Outline of Final Research Achievements |
The study focused on the growth of pedagogical content knowledge of prospective primary school teachers, and on the professional growth of in-service teachers in the form of lesson research. Specifically, a study was conducted on students in the practical teaching training course for fourth-year students at the university of teacher education, relating the preliminary exercises related to the lesson planning activities at the university to the lesson study conference held at the affiliated schools. The study proposed a theoretical framework based on previous studies in mathematics education, and analysed and discussed the various conditions and constraints for implementing this programme from three dimensions (institutional, educational, and personal).
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| Free Research Field |
教科教育学，数学教育学
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| Academic Significance and Societal Importance of the Research Achievements |
教員養成におけるプログラムと附属学校での授業研究会を結びつけて実施するというプログラムはこれまでにも多く実施されてきているが，本研究では，こうしたプログラムを可能とする様々な条件や制約をある程度明らかにすることができた．本研究に成果の学術的意義としては，研究に用いた理論的枠組みと分析手法があげられる．また，成果の社会的意義としては，日本の授業研究という仕組みと教員養成のプログラムの関係を，事例研究を通して明らかにした点があげられる．
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