A collaborative study of developing curriculum and mathematical knowledge for teaching for connecting between elementary and secondary mathematics
| Project/Area Number |
26350194
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Okayama University |
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Principal Investigator |
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| Project Period (FY) |
2014-04-01 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥4,810,000 (Direct Cost: ¥3,700,000、Indirect Cost: ¥1,110,000)
Fiscal Year 2016: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2015: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2014: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 科学教育 / 算数と数学の接続 / 数学的指導知 / 教師の指導知 / 物語的一貫性 / 授業構成 / 授業の一貫性 |
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| Outline of Final Research Achievements |
This study aimed at developing curriculum and mathematical knowledge for teaching for connecting between elementary and secondary mathematics. As a theoretical perspective, I examined the viewpoint of narrative coherence for analyzing the qualities of a mathematics lesson, and the viewpoint of didactical situation theory for constructing and analyzing mathematical teaching unit. Practically, I conducted the experimental lessons for the contents of area, geometrical definition in elementary mathematics, and proportion and linear function in junior high school with school teachers. As the result of qualitative analysis, I conceptualized mathematical knowledge for teaching bridging between elementary and secondary mathematics through mainly focusing on the narrative construction of a lesson in terms of students’ goals and interactions with teacher, and students’ gesturing for understanding mathematical concepts.
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Report
(4 results)
Research Products
(34 results)
