数学的探究における数学者教員の指導の困難性 ―「探究ゼミ」の共同開発過程の分析を通して ―

抄録

　　Recently, there has been a growing interest in inquiry-based learning (IBL) both internationally and in Japan. In Japanese school education, in upper secondary school, new subjects related to inquiry, such as “Inquiry-Based Study of Science and Mathematics” and “Period for Inquiry-Based Cross Disciplinary Study,” have been established. However, it is not always clear what the role, knowledge and skills of teachers are required in such lessons. Therefore, the purpose of this paper is to elucidate some aspects of mathematician teachers’ difficulties in teaching mathematical inquiry. Subsequently, we consider some of the knowledge and skills and experience needed by teachers in teaching mathematical inquiry. To this end, we analyzed the codesign implemented for the inquiry-based mathematics seminar at a national teacher training university in Japan, using the theoretical framework of the “Anthropological Theory of the Didactic (ATD).” Specifically, we identified the concerns the teacher had as questions and the knowledge and skills the supporter used to address these concerns, using the method of “regarding teachers’ work as an inquiry” and paradidactic praxeology. As a result, we found that a significant amount of time was spent discussing teaching methods in the co-design, such as explorations of how to promote students’ inquiry and evaluations of the teacher’s support during the process of inquiry. And, mathematician teacher’s difficulties identified in this case was also mostly related to this aspect.