Research on "Individualized Learning"in Mathematics Education

2024 Fiscal Year Final Research Report

• Project/Area Number: 22K02592
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Kagoshima Women's Junior College
• Principal Investigator: Uchida Toyomi 鹿児島女子短期大学, その他部局等, 准教授 (00585846)
• Project Period (FY): 2022-04-01 – 2025-03-31
• Keywords: 個別最適な学び / 協働的な学び / 授業構成原理 / 学びの個別共同化 / 民主主義 / 自由の実質化

Outline of Final Research Achievements

This study views the essence of education as the “substantialization of freedom” and aims to develop lessons based on individualized learning to achieve this. To this end, we collected and analyzed previous lesson practices and learning theories, and systematically categorized individualized learning. As a result, we found that learning outcomes differ depending on the subject designing the learning, and that in order to achieve the substantialization of freedom, it is necessary to link it with collaborative learning.
Therefore, in collaboration with mathematics teachers at elementary and middle schools, we conducted 22 hours of classroom practice across two units, repeatedly reflecting on and improving each lesson. We analyzed the results and presented the elements necessary for “individualization and collaboration in learning” as “lesson design principles.”

Free Research Field

数学教育

Academic Significance and Societal Importance of the Research Achievements

現在、急速な社会の変化に伴い、学校教育も大きな転換点を迎えている。「個別最適な学びと協働的な学びの一体的充実」やICT活用など、様々な方針が打ち出されている一方でその実践は各地域や学校に委ねられている。
そのような中、本研究は個別最適な学びと協働的な学びの目的を教育哲学を基盤に打ち出し、それを実現するための授業構成原理を提示した。具体的には、様々な学校での教育実践を集め整理分類し、その上で授業開発実践を通し反省改善を繰り返すことで、教師が授業をする際に、目的やクラスの状況、単元などの諸要因に応じて、教師が自由に選べる様々な授業法の選択肢を提示し、理論と実践の橋渡しを試みた。