Study on Prospective Mathematics Teachers’ Reflection on Lesson Practices (3): A Case Study on Reflections on Lesson Practices in Terms of Time Aspect

Abstract

　　The purpose of this study is to identify the characteristics of Japanese prospective mathematics teachers’ reflection on their own lesson practices by qualitative data analysis.  In this article, the analysis on the reflections of a teaching profession graduate student “C” in teaching practice was conducted as a case study in terms of “Time Aspect” for reflections on lesson practices.  Time aspect means the characteristics and property of reflection relating to time such as when reflections occur, the period of action (lesson practice) reflected by mathematics teachers and so on.

　　As the result, the characteristics and its change of C’s reflection on the learning activity of finding the area of a complex figure, pupils’ explanation and pupils’ whole discussion were found.  In addition, the factors of the change were recognised as the temporal and spatial interval from lesson practice, looking straight of objective facts in lesson practices, and understanding of intended curriculum based on experiences of lesson and reactions of pupils.