教師の習得的数学の意識，発展的数学の意識に関する質問紙調査の実施とその分析 ―秋田県小中高教員データの分析―

抄録

　　In order to realize the lessons where students think autonomously and developmentally, the teacher’s consciousness about how to grasp the problem solving and thinking that the students do will influence.  With reference to Ernest’s（2015）  Fallibilism and Absolutism, we developed a questionnaire on teaching students to think autonomously and developmentally, and from the case studies of two teachers, we caught the trend of “classroom practice emphasizes teachers’ planned developmental guidance and short-term academic improvement, fixing instruction and support to control learners’ thinking and attitudes”.

　　These findings are findings within the scope of case studies, and are not findings that sufficiently demonstrate versatility.  In this study, we conducted a questionnaire survey on lessons where students think autonomously and developmentally for elementary, middle school and high school teachers nationwide.  The purpose of this paper is to analyze Akita prefecture data and obtain suggestions for guidance.

　　As a result of analyzing the data of 124 elementary school teachers, 71 middle school teachers, and 35 high school mathematics teachers in Akita prefecture, the following 2 points were clarified.

　　1. As  for teachers’ consciousness, there is a tendency for Awareness of Developmental Mathematics to be seen when the lesson is planned, while to increase absolutely Awareness of Mastery Mathematics  when the lesson is practiced.

　　2. In  the composition of each factor, “G.  Numerical values, conditions, content, and sequence of problems” was not included, indicating that teachers have an absolute, fixed view of mathematics and its teaching  as the subject of instruction, which may be considered a manifestation of their Awareness of Mastery Mathematics.

　　In the future, following the Akita prefecture data, we will proceed with the analysis of national wide data and clarify the trends of students and university faculty members.  In addition, we will proceed with the analysis of whether there is a difference depending on the number of years of teaching profession, or whether there is a relationship with the good results of the national academic ability / learning situation survey.  Furthermore, we will consider the training method using this survey.