2012 Fiscal Year Final Research Report
U.S.-Australia-Japan cross cultural study on research lesson in mathematics: Focusing on the progressiveness of classroom discourse
| Project/Area Number |
20243039
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| Research Category |
Grant-in-Aid for Scientific Research (A)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Tokyo Gakugei University |
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Principal Investigator |
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| Co-Investigator(Renkei-kenkyūsha) |
NAKAMURA Kouichi 東京学芸大学, 教育学部, 教授 (80225218)
OHTA Shinya 東京学芸大学, 教育学部, 教授 (50322920)
NISHIMURA Keiichi 東京学芸大学, 教育学部, 教授 (30549358)
SHIMIZU Yoshinori 筑波大学, 人間総合科学研究科, 教授 (90226259)
HINO Keiko 宇都宮大学, 教育学部, 教授 (70272143)
SEKIGUCHI Yasuhiro 山口大学, 教育学部, 教授 (40236089)
NAKAMURA Takashi 山梨大学, 教育人間科学部, 教授 (70303394)
SHIGEMATSU Keiichi 奈良教育大学, 教育学部, 教授 (40116281)
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| Research Collaborator |
TAKAHSHI Akihiko DePaul University, Associate Professor
WATANABE Tadanobu Kennesaw State University, Professor
MAX Stephens Melbourne University, Professor
GROVES Susie Deakin University, Associate Professor
DOING Brian Deakin University, Associate Professor
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| Project Period (FY) |
2008 – 2012
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| Keywords | 授業研究 / 研究授業 / 集団思考 / 比較文化的研究 / 問題解決型授業 |
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| Research Abstract |
The aim of study is to clarify an embedded key factor of Japanese model of Lesson Study focusing on roles of the progressiveness of classroom discourse at research lessons in mathematics. U.S.-Australia-Japan cross cultural study has conducted and the analysis has revealed an actual process where a new mathematical concept presented and accepted through classroom discourse and also clarified some intended teacher’s behaviors that make whole class discussion be progressive.
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