数学教師はどのように学習者中心の指導を志向するようになるのか？―ライフストーリー研究を用いた事例研究―

抄録

Learner-centered teaching is necessary to enrich the learning of mathematics. In Japan, learner-centered teaching is emphasized, but how do Japanese mathematics teachers understand how learner-centered teaching is important? The aim of this paper is to conduct a case study to clarify how mathematics teachers in Japan place importance on learner-centered teaching. To address this purpose, a life study research methodology was employed. Based on Stephan (2014a), there are five features to learner-centered teaching: problem solving, classroom environment, collaboration, mathematical discourse, and tools/manipulatives. The participant, who is a male teacher at a junior high school in Tokyo, was interviewed for 9 years. In the interviews, the transformation of the view of mathematics learning, the view of students, and the introduction of tools were discussed. As a result of describing the participant’s experience as a life story, it is shown how the participant came to the conclusion of the importance of learner-centered teaching.