開発途上国における数学教師の省察に関する研究(1) : ザンビア共和国村落部における小学校教師の記述に基づく省察を中心に

抄録

The initiative of teachers in developing countries is essential for the development of their own education, and should be considered in international cooperation in the area of education. Therefore, the focus of this research is on teachers' reflection on their mathematics lessons. This paper reports the result of analysis on the characteristics of two (young and experienced) primary mathematics teachers' reflection in a rural area of Zambia. Qualitative data analysis on their writing regarding their own mathematics teaching was utilized, and the following characteristics were identified: The young teacher tends to regard her pupils as a whole, and her evaluation focuses more on their performance of exercises. Based on this evaluation, she tries to improve her lessons in terms of simplicity and concreteness in order to give her pupils mathematical knowledge efficiently. While, the experienced teacher tends to regard her pupils as individuals, and to evaluate and even analyse their misunderstanding considering their previous experience, home background, mental state and so on. Then, she tries to support pupils who don't understand learning content by introducing small group activities and peer teaching so that those pupils could be free to ask for help or to question to friends. However, both teachers had a limitation of reflecting toward realizing mathematics teaching which is intended in Zambian syllabus and textbooks, due to the view of traditional mathematics education. The syllabus and textbooks put emphasis on acquisition of mathematical knowledge, interest, skill, communication, problem solving, application and so on through learner-centred, activity based, participatory and context based approaches.