The International Cooperative Distance Lecture and Seminar (abbr. ICDL&S) project was utilized
by undergraduate and graduate students from Japan, Germany and Thailand. The 2nd term was held from
April/2011 to July/2011 and the 3rd term from November/2011 to January/2012. The participants have
shown great interest and they have requested continuous education by the ICDL&S project. And the
participants educated in different curriculums, contexts and methods have been gathered by the project
and enabled the divergence thinking and the convergency thinking. ICDL&S as part of the teacher
curriculums contributed to the development of their scholastic abilities and motivation to study. So, it is
suggested that it would be effective to include ICDL&S constantly in training teacher curriculums.
The purpose of this study is to develop “A Rating Scale for Mathematical Ability, in terms of Thinking, Expression and Mathematical Attitude” and to examine the discriminant performance, reliability, and validity of its questions. This study shows the process of making the above questionnaire by taking into account the findings from the past studies on questionnaire development. This questionnaire was administered to 398 participants of the preliminaries of Japan Mathematical Olympiad and 454 high school students. T-test and discriminant analysis of the results revealed that the questionnaire shows high discriminant performance. Also, the analysis of the Cronbach's alpha coefficient, ceiling effects and floor effects revealed that it has a high reliability. Furthermore, comparison with existing questionnaires proved that the current questionnaire has a certain validity. The questionnaire developed in this study was proved to have the potential to be used as a standard measurement for mathematical abilities.
This paper focuses on the effective learning to understand the trigonometric ratio that is not able to be understood easily by students utilizing the RTMaC lesson study in the Japanese senior high school. We developed teaching materials and methods, and had the classroom practices about the definition of trigonometric ratio and a basic concept of trigonometric ratio. As a result, we confirmed that the teaching materials and methods elevate the students to understand the definition of trigonometric ratio and a basic concept of trigonometric ratio.
We have many problems of guidance of mathematics in high school. We have to consider learning support for students who have understanding difficulties. The purpose of this study is to get basic information for understanding difficulties and learning support of them. I gave questionnaires and tests to students and analyzed those results.
The purpose of our research is to clarify students' aspects of changes in lesson practices based on 'Abduction', focussing on their speech activities for framing a hypothesis and verifying it. For that purpose, we gave lessons to 57 students of the 5th grade (two classes) in the Kobe municipal K elementary school. We considered that the teacher allowed himself to speak as only a little as possible and students weren't shy of expressing their opinions. Also we subdivided the work sheet into 5 parts of the work sheet (1), (2), (3), (4), (5), designing to clear students' aspects of changes. After lesson practices, we evaluated their descriptions quantitatively and carried out the analysis of variance for one factor and four levels (the repeated -measures design) and multiple comparison tests, so that we found great effects of their speech activities between the work sheet (3) and the work sheet (4). Then we gave attention to their wrong descriptions at the work sheet (1) and (3). From the viewpoint of their protocols of reactions to their wrong opinions on the video, we could capture their aspects of qualitative changes.
We extend a contingency table to a fuzzy contingency table in order to analyze inexact information. We apply the fuzzy contingency table to needs analysis for math classes in university and show its effectiveness from some data.
Overseas, international Mathematical Modeling Challenge Programs for secondary school students are often held. In contrast, as of 2015, no such programs have been conducted at the national level in Japan. While mathematical activity is strongly emphasized in government course curriculum guidelines and the contents of task-based learning is included in textbooks, the term “mathematical modeling” is not well known in Japan. In Kyoto, a regional Mathematical Modeling Challenge Program has been carried out consecutively for three years and was held for the fourth time in 2015. This paper reports on the summary of the program conducted for junior high school students. Although it was the first opportunity for many of the participants to encounter mathematical modeling, they worked in teams on problem solving using models within an assigned period of time. In general, we received a very favorable impression from the participants for this program, but some problems such as evaluation criteria need to be improved for the future.
The purpose of this research is to clarify how many years for the teaching profession teachers have taken to develop their capacities about 13 items of the scale for assessing “the teacher's capacity for giving lessons in arithmetic education” when we classify them according to their experienced years for the teaching profession. As a result of the one factor's analysis of variance for completely randomized design on different data, we clarifyed whole features for the teacher's capacity for giving lessons according to their respective experienced years for the teaching profession and them for it on respective items of 13 items.
Students don’t understand enough mathematics in high school. An important
problem is to consider about how teachers can teach the students and how they can give the
students guidance and support. In this study, we discussed the effect and cause of
“interactive active learning” in classroom for students who need special support.
In the school year of 2014, through the comprehensive learning course, I have been teaching “Experiencing Mathematics” to the 3rd-and-4th grade students. Aiming at giving the students experiences of realizing the usefulness of mathematics and science and also interest in them, this course has been giving them opportunities to acquire mathematical views in everyday life. I would like to focus on the course titled ‘Experiencing Math at Tokyo Sky Tree’ in order to introduce the practical teaching materials and discuss this topic by using books covering the theme of mathematical experiences.