MASAFUMI KANEKO

Ⅲ大学以外の授業実践研究

本研究では，数学的モデリングの教材開発と授業実践に関わる教師の資質・能力の育成を目的に，算数・数学教科書の問題から数学的モデリング教材への再教材化を中核とした教師教育プログラムを実施した．2019年度に徳島県内の小中高等学校の教諭と鳴門教育大学の大学院生（現職と学卒）を対象に年間4つのコースを実施した．本稿では，教師教育プログラムで実施した研究授業の中から，高等学校での事例を取り上げ，数学的モデリング授業の概要と，授業者が数学的モデリングの先行研究をもとに自身の授業を分析した結果について，報告する．

本研究では，数学的モデリングの教材開発と授業実践に関わる教師の資質・能力の育成を目的に，算数・数学教科書の問題から数学的モデリング教材への再教材化を中核とした教師教育プログラムを実施した．2019年度に徳島県内の小中高等学校の教諭と鳴門教育大学の大学院生（現職と学卒）を対象に年間4つのコースを実施した．本稿では，教師教育プログラムの実践事例の概要とその成果及び課題について簡単に報告する．

The purpose of this study is to develop a framework based on a modelling process diagram for designing mathematical modelling tasks using applied problems in math-textbooks. Furthermore, we illustrated the framework with a mathematical problem in a textbook for the 9th grade. Two novel findings have been obtained: (1) We designed a framework to transform applied problems in math-textbooks to modelling tasks. It was constructed by three methods: (a) selection of the applied problem, (b) analysis of the applied problem, and (c) constructing the mathematical modelling tasks based on the analysis. (2) We developed a modelling process diagram that is composed of the basic phases of the modelling process, with arrows indicating the interactive activity of each phase.

This paper proposes a definition of vertexes, edges, and faces (VEF) suitable for high school students, modifying its essential definition in topology. The paper describes difficulties in finding a proper definition of VEF, and the detailed process of revising the definition. In our previous lesson on Euler’s formula for polyhedron in a high school, students were confused to count the number of VEF of a torus. This confusion came from the fact that they were seized with the meaning of VEF in school mathematics. We tried to define VEF as terms in everyday use, which represent essential meanings in topology.

The purpose of this study is to investigate how graduate students' practical teaching abilities as science communicators improved and how their awareness of integrated learning with mathematics and fine arts were transformed through active learning class lessons.<br/>They discovered geometrical figures in paintings, and demonstrated them to visitors at the Otsuka Museum of Art. Specialists at the museum, a supervisor of school education and university teachers collaborated to help students' develop their demonstrations.<br/>The following results were obtained:<br/>(1) The graduate students were able to raise the Pedagogical Content Knowledge (PCK) for science communicators by themselves through science communication activities.<br/>(2) The graduate students were able to transform their awareness of PCK for mathematics teachers by themselves through science communication activities.

On March 2011,Naruto University of Education, putting Advanced Practice of School Education as a center organization, signed an Agreement of Cooperative Project with Suzuka Board of Education. The five areas of the project are as follows:1. On-site coaching to public schools by professors of Graduate School of Education.2. Providing advices and instructions to the Board of Education and the principals by professors of Graduate School of Education.3. Cooperation of teacher visits by Suzuka Board of Education to Graduate School of Education.4. Suzuka Board of Education's cooperation to practical educational research conducted by Graduate School of Education.5. Other projects based on the discussion and agreement between Graduate School of Education and Suzuka Board of Education.Through concrete methods of this cooperative project based on this agreement, we studied the cooperation among universities, boards of education, and schools. This Study is a sequel of Practical Study on Educational Improvement through Partnership among University, School and The Board of Education(I)