数学教師の知識とそれを顕在化させる方法

スポンサーリンク

概要

• 論文の詳細を見る

• As L. S. Shulman (1986) have noted, there are content knowledge, pedagogical content knowledge, and curricular knowledge in teacher's knowledges. For Shulman, content knowledge is knowledge about the subject, for example mathematics, and its structure. Pedagogical content knowledge includes' the ways of representing and formulating the subject that make it comprehensible to others' and' an understanding of what makes the learning of topics easy or difficult; the concepts and preconceptions that students of different ages and backgrounds bring with them…' Finally curricular knowledge encompasses what might be called the 'scope and sequence' of a subject and material used in teaching. In this paper, I describe the knowledges in mathematics teacher, in paticular pedagogical content knowledge and a way to overt them. Pedagogical content knowledge is made up of several components; knowledge about the subject-matter, knowledge about students and knowledge about ways of presenting the subject-matter. Because they value quality above quantity, I concentrate on the relationship that knowledge about ways of presenting the subject-matter is due to knowledge about the subject-matter and knowledge about students. Shulman (1986) distinguishes between two kinds of understanding of subject-matter that teachers need to have - knowing "that" and knowing "why". I think that all three pedagogical content knowledges have two sides, knowing that and knowing why. To ask mathematics teacher a question on children's responses and subject-matter overt his or her knowledge about ways of presenting the subject-matter. After all knowledge about ways of presenting the subject-matter is due to 'knowing why' side of two other knowledge. The ways to overt pedagogical content knowledge in mathematics teacher connote the following three necessary condition; (1) to create conflict condition (2) to encounter children's errors and misconceptions (3) to be haven a keen awareness of a context in knowledges.

• 全国数学教育学会の論文

著者

• 高澤 茂樹

  滋賀大学

関連論文

• 日数教論文発表会課題別分科会「教師教育」における成果報告
• 教師教育(現職教育と教員養成)研究の昨年度の成果と課題(WG10【教師教育(現職教育と教員養成)】,「課題別分科会」発表集録 今後の我が国の数学教育研究)
• 1.教員養成カリキュラムと現職教育の課題(WG10【教師教育(現職教育と教員養成)】,今後の我が国の数学教育研究,「課題別分科会」発表集録)
• 学校外での数学についての実証的研究 : イスタンブールのパザールの子どもたちの観察をもとに(10.国際比較,論文発表の部)
• 成長し続ける教師であるために : 授業の2つのサイクルと教師の2つの役割(WG10【教師教育(現職教育と教員養成)】,「課題別分科会」発表集録 今後の我が国の数学教育研究)
• 4 算数・数学科における教師養成の課題(WG10【教師教育(現職教育と教員養成)】,今後の我が国の数学教育研究,「課題別分科会」発表集録)
• B4 リスニングとしての数学指導(B 学習指導法,論文発表の部)
• 子どもたちの数学とその学習者としての教師(11.教師教育,口頭発表の部)
• 数学指導におけるリスニングの研究(4) : リスニングによる練り上げパターン
• 数学指導におけるリスニングの研究 : リスニングとミスリスニング
• 数学教育における直観ルールの研究 : その数学指導上の意味について
• 数学教師の知識とそれを顕在化させる方法

もっと見る 閉じる

スポンサーリンク