A Study on Improving Mathematics Lesson in Developing Countries with a Focus on Teachers' Assessment Literacy

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K14225
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Hokkaido University of Education
• Principal Investigator: ISHII HIROSHI 北海道教育大学, 教育学部, 教授 (50734034)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: 教師の評価力 / 授業改善 / 途上国教師

Outline of Final Research Achievements

The study examined the formation process of practical knowledge (PPK) among African mathematics teachers participating in JICA training. It explored a framework for improving teaching through a reflective view of students' learning situations and revealed that PPK arises irregularly in a complex mixture of interactions.
The study also highlighted the limitations of current learning assessments and indicated the need for new assessment methods. In joint research, we collaborated with international students from Indonesia, the Philippines, and Fiji to enhance mathematics education, demonstrating that Japanese educational methodology is effective in other countries as well. In particular, the importance of the problem-solving approach and performance assessment was emphasized.

Free Research Field

教科教育学、算数・数学教育、国際教育協力

Academic Significance and Societal Importance of the Research Achievements

本研究の成果は、異なる国の教員との共同研究を通じて数学教育に関する知識や実践を発展させ、教育の質を向上させたことである。一つ目の研究では、開発途上国の教員や学生を対象に、問題解決型授業の実践的知識(PPK)の形成プロセスを調査し、評価力の低い教師が適切な授業を行う障害を明らかにした。二つ目の研究では、学習評価の基礎的な研究として、ペーパーテストの可能性と限界を考察した。これらの研究成果は、教師の評価力向上や授業改善のための新たな評価手法の必要性を示唆し、留学生との共同研究を通じて、日本の算数教育や学習観に異なる視点からアプローチすることができた。