教師の算数教育観の研究

概要

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Recently, there have been many classes in which teachers teach mathematics from the stand point of New Academic Ability in elementary and lower secondary schools. It is difficult to check teachers' teaching processes whether they fit or not with the idea of New Academic Ability directly. When we investigate it, we must know teachers' implicit belief in relation to their teaching processes. In this paper, we investigated the relation between the concept of teachers' belief and teaching-learning processes in mathematics education by implementing a questionnaire and interviews and by observing classroom lessons. We categorized teacher' belief into two types, namely, teachers who teach elementary school mathematics as skill and teachers who teach it as problem solving ability. We have obtained several interesting findings as follows: 1. Practically, we demonstrated that there are two types of teachers' belief in relation to teaching-learning processes. 2. In a case-study, we investigated a female teacher who teaches elementary school mathematics educating with the intention of students' problem solving ability. The results partially showed an aspect of a teacher who teaches it as skill depending on a content.
奈良教育大学の論文
1997-11-10