Construction of a theoretical framework for analyzing the process of professional knowledge development in mathematics teachers' reflections

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K14242
• 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: Kochi University
• Principal Investigator: Hakamata Ryoto 高知大学, 教育研究部人文社会科学系教育学部門, 講師 (50824215)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: 数学教授学 / 教師教育 / 教員養成 / 省察 / 教授人間学理論

Outline of Final Research Achievements

The primary objective of this study is to construct a theoretical framework for analyzing mathematics teachers' reflections, and additionally, to develop research methods concerning these reflections. The summary of the research findings is as follows: 1) By utilizing the set of concepts provided by the anthropological theory of the didactic, it is possible to conduct an analysis that takes into account the interaction between teachers' mathematical knowledge and their didactic knowledge. 2) Teachers' reflections cannot be considered independently of the contexts and situations in which they are placed, as well as their roles and positions. 3) In the future of education, where inquiry is emphasized, the required expertise of teachers will also change, necessitating a shift in how reflections are understood.

Free Research Field

数学教育学

Academic Significance and Societal Importance of the Research Achievements

本研究成果の学術的意義は次の2点である。1) 数学教師の省察活動における専門的知識の形成過程を，数学的知識と教授に関する知識の相互作用の視点から分析することが可能になること。2) 教授人間学理論の拡大に寄与し，特に，教師教育分野への応用の一つの方向性を拓いたこと。また，本研究の社会的意義は，上記の研究成果の普及を通じて，教科に関する専門性と教育一般に関する専門性の双方を有する教師の育成のための基礎を提供しうることである。