The Curriculum Development of Mathematics for Cultivating The Eye of Mathematical Appreciation: Applying Kanzu-Approach

The purpose of this study is to develop the curriculum of mathematics for cultivating the Eye of Mathematical Appreciation. In this paper. the authors applied Kanzu-Approach which provides visual texts and model of reading comprehension for mathematics classes and mathematics note 'Discovery'. As a result, it became possible for children to appreciate the events and phenomena from the viewpoints of number, quantity, shape, and its relationship. This result shows the achievement of criteria on the rubric assessment

A Report on Overseas Teaching Practicum by Graduate Students in Elementary/Secondary Schools in the United States (XIII)

This paper reports on the overseas teaching practicum in the U.S. and the international forum in which we exchanged ideas on “next-generation global teacher education.” This year, four graduate school students participated in the overseas teaching practicum, and we found the change of their lessons from “information-giving” style in the previous years to “experiencing”, “exchanging”, and “creating” type of lessons this year. The participants reported that it became an excellent opportunity for them to consider a better and comprehensible way to explain something to children since there was “the English barrier”, they noticed the power of visual and other means to convey messages. In the international forum, held earlier in July in Hiroshima, two participants of the previous year’s overseas teaching practicum program reported how their perspectives toward education and the actual lessons had been changed from the experience. The speakers from the U.S. introduced how international exchange at their schools work to broaden the students’ eyes and their global-mind

Creating Classes for Developing the Concept of Functions : A System of Learning Activities for Drawing out Four Qualities Tied to Nurturing the Concept of Functions

本研究は，数・量・図形的要素を見出し，どのような関係があるのかを考え，そこにきまりを発見していく力を育成するために以下の研究を進めた。昨年度は，函数観念の育成につながる授業の中で引き出したい４つの姿である，①事象の中に数・量・図形的要素を見つけようとする姿，②どのような関係かを考えていこうとする姿，③関係の中にある法則を見つけようとする姿，④事象を関係で見ていこうとする姿を発達段階ごとに設定し，その４つの姿を引き出すことを目的とした学習活動を仕組む授業実践を積み重ねた。さらに，本年度は，「関数の考えの指導」の関数の考えの背景となる「物事を動的に見ようとする態度」に焦点をあて，４つの姿を引き出すこととする。それらの取り組みを小学校と中学校で統一して取り組むことで「中一ギャップ」や算数・数学への円滑な移行ができると考えた。その結果，単元の事前と事後，昨年と今年とでは４つの姿をについて，どの項目についても肯定的な回答であった。また，教師が意図的に関数の考えを授業の中で取り扱っていくことが，子どもに「関数の観念」を育んでいく上で効果的であり，小・中学校で統一した指導も可能であることが分かった。This study was conducted, as a means of nurturing the ability to discover set facts when seeking out numerical, volumetric, and graphical elements in pondering relationships. Last year, four of figure you want a drawer in the class, which leads to the development of the function concept has been pulled out. This year, the focus was placed on “attitudes for seeing things dynamically”, as a precursor to thinking about functions, and the instruction thereof. It was felt that unifying these efforts in elementary and junior high schools would relieve the “first-year gap”. The result of these efforts was a positive response to all four qualities in both years, before and after the teaching units. In addition, teachers’ deliberate treatment of the idea of functions in classrooms was effective in engendering the “concept of functions” in children, showing that it is possible to have a unified way of teaching in elementary and junior high schools

Collaborative problem solving in mathematics education

本研究の目的は，中学校の数学科において協働的問題解決を生起させる授業の仕かけを探ることである。そのために，特設課題を設定した。この特設課題は，日常課題から必要な既習の数学的知識を組み合わせて，見通しを立てながら挑戦させる課題である。授業実践の結果，協働的問題解決を生起させる有効な課題方法が見出された。The purpose of this study was to examine ways to achieve ‘collaborative problem solving’. To that end, we set up practice lessons that dealt with solving particular problems. The problems involved students having to use mathematical knowledge to solve problems related to natural phenomena in a logical manner. In this way, we were able to engage the students in ‘collaborative problem solving’

Study of teacher off-the-job-training at an attached junior high school: the development of mathematics teachers

広島県内の中学校数学教師の実践力向上を目指し，授業を中心に据えた現職教員研修システムの構築を目的として，広島県中学校数学教育実践研修会を開催している。今年度は，６月と12月に実施した実践研修会に向け， チーム会を６回実施した。本研究では， 中学校数学教師が実践力を向上させていく場面を特定するために，実践研修会やチーム会のエピソード分析を行った。その結果，「珍しい公開授業は参会者に刺激を与えられること」，「公開授業で参会者は授業者の“術”も見ていること」，「良い教材について議論する協議会は有益であること」の３点を明らかにすることができた。このような若手教員の実践力向上を目指した研修会はあまり行われておらず，貴重である。今後は，さらに効果的な研修システムを創造し，実現することにより本会の内容を充実させ， 広島県の学校教育に還元していきたい。The focus of this study was on the development of mathematics teachers via teacher off-the-job-training at an attached junior high school. In this paper, we analyzed the comments of mathematics teachers participating in teacher off-the-job-training．The followings outcomes were identified: a) Demonstration classes were conducted in a unique way, where participants observed two classes in which the the same unit was taught but in different ways. This was beneficial to participants. b) Participants in the demonstration class were able to carefully observe the behavior of the instructor. c) This method enabled participants to fully discuss the strengths of the teaching materials