2011 Fiscal Year Final Research Report

Study on Development of Teacher Metacognition in Mathematics Instruction

Research Project

Project/Area Number	21730695
Research Category	Grant-in-Aid for Young Scientists (B)
Allocation Type	Single-year Grants
Research Field	Education on school subjects and activities
Research Institution	Hyogo University of Teacher Education
Principal Investigator	KATO Hisae 兵庫教育大学, 大学院・学校教育研究科, 准教授 (00314518)
Project Period (FY)	2009 – 2011
Keywords	数学教育 / メタ認知 / 教師教育 / 授業分析
Research Abstract	Teacher metacognition means that teachers think about their own thinking regarding their teaching. On mathematics instruction, I consider that teachers activate their own teaching knowledge, skills, strategies and metacognitive knowledge with their teacher metacognition. The purpose of this research is to analyze the case of teacher metacognition in mathematics instruction. For this purpose, a framework of teacher metacognition focusing on the activated knowledge is described first. This framework is based on teachers activate their own teaching knowledge, skills, strategies and metacognitive knowledge. On this framework, it was described that if a teacher refer to his teaching activities during the interviews.