The small-scale training for improving mathematics teachers' craft knowledge in elementary school

2024 Fiscal Year Final Research Report

• Project/Area Number: 20K14012
• 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: Rissho University
• Principal Investigator: ARAI MITSUE 立正大学, 社会福祉学部, 特任教授 (50866275)
• Project Period (FY): 2020-04-01 – 2025-03-31
• Keywords: 教師の知識 / 校内研修 / 教師の気づき

Outline of Final Research Achievements

In this study, we first clarified what knowledge elementary school teachers use when teaching mathematics, how they teach, and how they reflect on their teaching. The aspects of knowledge utilization and generation were revealed. Additionally, it was suggested that the importance of others who promote noticing.
Next, to explore the effectiveness of school based in-service training that promote knowledge generation, we conducted a small-scale training program incorporating activities such as watching lesson videos and group discussions divided by years of experience. Learning arising from teacher-to-teacher interactions was diverse, and the knowledge formed varied depending on teaching experience and personal interests. As recommendations for in-school professional development, we highlighted the importance of creating opportunities for speaking and listening, posing questions, and having mentors present.

Free Research Field

数学教育

Academic Significance and Societal Importance of the Research Achievements

本研究の学術的意義は、校内研修において教師がいかに学ぶのかという学びの過程を明らかにしたことである。教師の知識は複雑で教師自身も気づかない暗黙知があるといった知見に対して、特に気づきによる新しい知識の形成過程を明らかにした点があげられる。
本研究の社会的意義は、教師の学びを促進する校内研修のあり方について示唆することができたことである。それにより従来の校内研修（研究授業者を中心とする協議会）以外の研修スタイルを構築するための視点を提案できたことがあげられる。