小学校教員養成課程における数学教材の研究第2報

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本研究は,教員養成系大学における小学校教員養成課程カリキュラムにある「小学校専門数学」について,その内容と方法がいかにあるべきかを,実態をふまえながら探究し,できれば,それらを策定し,それらにふさわしい教材を開発することを目的としている。この研究は2年計画であり,その第1年次においては,「小学校専門数学」に対する各教員養成大学の対応の実態と,小学校現職教師の意識・大学への要望の実態を把握することを主眼とし,その過程でいくつかの問題の所在が明らかになった。これらについては第1報(1)で述べたとうりである。第2年次は前年度の研究成果の発展として,「小学校専門数学」像を求めるべく,その内容面から検討を加え,策定を試み,それに適した教材開発を試みた。本報では,つぎの2点について考察する:1 現職教師は,算数指導上具体的に,どのような数学の内容を,どのような観点から必要としているか,についてのアンケート調査結果。2 「小専数学」の策定と教材開発,および実験テキスト。We have continued the study to seek possible and adequate teaching materials and teaching methods of mathematics in giving the lectures of mathematics and practice for the university students of the pre-service training course of elementary school teachers. This paper is the second report of the study. 1. The answers to the questionna 105 available answers were obtained from the elementary school teachers in Osaka prefecture. The items asked and the results of the answers are summarized as follows. a. What kind of, and approaches to, mathematics do you think to be useful in teaching arithmetic? The following answers were given most frequently: i) The basic concepts which constitute the foundation of teaching materials. ii) The development of mathematical thinking. b. What contents should be given in the lectures of mathematics for the students of the pre-service training course of elementary school teachers? The frequently taken items are as follows: i) Properties of the integral numbers: divisors, multiples, greatest common divisor, least common multiple, prime number, Euclidian algorithm, and set theory and logic. ii) Algebra: commutative, associative, and distributive law, and order relation. iii) Probability and statistics: correlative relation, population, and sampling. iv) History of mathematics. 2. Planning of contents of mathematics and developing of their teaching materials. Taking the answers mentioned above into consideration, we can point out the following three issues as essential. a) "Mathematics" in pre-service training should contain the substantial matter of school arithmetic and should not deviate from it. b) The contents of school arithmetic should be clarified from the viewpoints of higher mathematics and mathematics in university should be related to school arithmetic. c) In revising the present teaching of arithmetic, we should think how to treat the contents of arithmetic to be adequate in the light of mathematics proper. But we should be carefull not to make mathematics too highly specialized and far deviated from the teaching contents in elementary school. 3. We have proposed a textbook, "Mathematics for Teaching Arithmetic", which deals with numbers. Chapter 1 is devoted to natural numbers, Chap. 2 to integral numbers, Chap. 3 to decimals, Chap. 4 to rational numbers, Chap. 5 to real numbers and final Chap. 6 to algebraic structures.
大阪教育大学の論文
1982-01-31

小学校教員養成課程における数学教材の研究第2報

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小学校教員養成課程における数学教材の研究 第2報

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小学校教員養成課程における数学教材の研究第2報