数学教育における生徒の価値観形成に及ぼす教師の影響に 関する研究 （4） ―数学学習に関する生徒個別の価値観とその推移の特徴―

抄録

　　The aim of this paper was to clarify the characteristics of students’ valuing and their development process based on the descriptions in the questionnaire survey of students in the charge of two mathematics teachers in Miyazaki Prefecture, Japan. To this end, the coding results for the statements in the questionnaire were organised by student group, the students were classified based on the results of the correspondence analysis, and the characteristics of each student group were examined. As a result, four student groups were derived for each teacher’s student group, and the characteristics of the valuing held by each group and the development processes were derived as follows:

　✓ Group I, in which Effort and Comfort are stably emphasised, Effort is further emphasised and Exposition is de-emphasised

　✓ Group II, with stable emphasis on Exposition.

　✓ Group III, in which Product, Exposition and Recalling are stably emphasized.

　✓ Group III, in which Product, Exposition and Recalling are stably emphasized.

　✓ Group IV, which focuses on Computation and also places a stable emphasis on Product, Recalling and Process.

　✓ Group V(i), that stably emphasizes comfortable Human Relations and Exposition and de-emphasizes Effort.

　✓ Group V(ii), which stably emphasizes Comfort as a Comfortable Environment.

　✓ Group VI, which stably emphasizes Effort and Group VI (i), which further emphasizes Effort among them.

　✓ Group VII, which places stable importance on Product and Exposition.

　✓ Group VIII, which places stable importance on Process and Effort.