The underlying principles for constructing mathematics lessons possessed by experienced teachers: Interviews by using the document of a mathematics lesson made in early Showa period

Abstract

　　 The aim of this paper is to clarify what the experienced teachers in Japan have regarded important in constructing mathematics lessons.  Therefore, we interviewed two experienced mathematics teachers by using mathematics lesson documents from the historical resources, which may permit them to reveal the underlying principles of their teaching more easily.  At the result of these interviews, we found some principles that worked when the experienced teachers construct their classroom lessons.  Firstly, the lessons can be identified in terms of “the narrative coherence of a mathematics lesson”.  Secondly, the teachers shape their lessons by dividing them into two parts: before and after setting the problems.  Thirdly, there are four viewpoints in talking about the document; teacher’s own teaching style, children’s learning, contents of teaching and a general teaching style.  We found that experienced mathematics teachers have their own principles of the lesson construction and were able to talk about them through the interviews.