A study on mathematical knowledge of elementary teachers for teaching argumentation
| Project/Area Number |
26590234
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| Research Category |
Grant-in-Aid for Challenging Exploratory Research
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Osaka Kyoiku University |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
真野 祐輔 大阪教育大学, 教育学部, 准教授 (10585433)
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| Co-Investigator(Renkei-kenkyūsha) |
UNO Katsuhiro 大阪大学, 全学教育推進機構, 教授 (70176717)
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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 |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2016: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2015: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2014: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
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| Keywords | 論証指導 / 小学校教師 / 数学的知識 / 教師教育 / 数学教育 |
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| Outline of Final Research Achievements |
The purpose of this study is to investigate prospective elementary school teachers’ mathematical process knowledge related to argumentation. To achieve this, we focus on prospective teachers’ mathematical argumentation as a key aspect of teachers’ mathematical knowledge for teaching. By referring to the framework of mathematical knowledge for teaching, we pay special attention to “process knowledge” instead of “content knowledge.” The study involves 136 prospective teachers at a national university in Japan. The task requires the evaluation of several incorrect solutions to a problem, and most prospective teachers were found to have difficulties evaluating or assessing the children’s incorrect solutions.
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Report
(4 results)
Research Products
(24 results)
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[Presentation] A theoretical framework for curriculum development in the teaching of mathematical proof at the secondary school level2015
Author(s)
Shinno, Y., Miyakawa, T., Iwasaki, H., Kunimune, S., Mizoguchi, T., Ishii, T., Abe, Y.
Organizer
The 39th International Conference for the Psychology of Mathematics Education
Place of Presentation
Hobart, Australia
Year and Date
2015-07-13
Related Report
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