Research on qualitative grasping of thinking in arithmetic and mathematics: From the perspective of teacher intervention in reflection

2023 Fiscal Year Final Research Report

• Project/Area Number: 21K20248
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Kansai University of Welfare Sciences (2023); Heian Jogakuin(St.Agnes')University (2021-2022)
• Principal Investigator: NAKAO Shinya 関西福祉科学大学, 教育学部, 講師 (20907745)
• Project Period (FY): 2021-08-30 – 2024-03-31
• Keywords: 評価 / 指導と評価の一体化 / 振り返り / 教師の介入 / 質的研究 / 思考の把握 / 振り返りカード / LEADカード

Outline of Final Research Achievements

The purpose of this study is to clarify the nature of teacher intervention in writing reflections by qualitatively reading learners' descriptions on the developed "LEAD Cards" and teachers' comments on the "LEAD Cards". In this study, we developed an "extended focal analysis," a framework for capturing teacher intervention in reflection. From the perspective of pedagogical situation theory, we found that when teachers intervene in reflection, the reflection itself becomes a learning environment. In addition, it was suggested that this approach is effective in increasing learners' ideas, and in encouraging them to explain their own methods and to judge whether the methods are good or bad.

Free Research Field

数学教育学

Academic Significance and Societal Importance of the Research Achievements

学校教育において、振り返りが形骸化されていることが課題として指摘されている。例えば、感想を書かせる、振り返りはさせるものの、次時以降の学びに活かされない、振り返りをファイリングするだけ等が振り返りの形骸化にあたる。本研究成果により、振り返りの形骸化の改善に貢献することができると考える。即ち、学習者の振り返りを拡張焦点化分析により分析することで、次時以降の教師の授業改善に繋がったり、学習者の振り返りへの教師の介入により、学習者の思考の促進に繋げることができる。