小原 豊

This article discusses the effects of the Case Method approach to professional development in an elementary school teacher training course. An investigation was conducted into whether prospective elementary teachers change their views of mathematics teaching by using the case method. To determine this, a questionnaire was conducted with 82 prospective teachers (undergraduate students). Four students from that survey were then selected for semi−structured interviews. The results indicated two main points: (a) the case method might improve prospective elementary teachers' views on handling naïve conceptions, and (b) the case learning process highlighted the rigidity of the college instruction and the students'lack of practical knowledge of mathematics teaching in the classroom.

本研究の目的は,教室での電子黒板利用に関する日本の学校教育の比較優位性と劣位性を指摘した上で,電子黒板の利用意思向上に有効な要因を明らかにすることである.その為に,先ず現職教員研修の充実と教職学生の学習機会欠如を指摘した上で,次に小学校教員養成課程学生130名対象の質問紙調査を通して電子黒板利用意思向上の手掛かりを得た.その上で,同被験者50名対象の教授実験の結果,電子黒板利用効果の理解が意思向上に有効なことを明らかにした.

The purpose of this study is to identify the multiplier effect in elementary school students from 4th to 6th grades who had already learned multiplication, and to investigate how to overcome it. For this purpose, we set the two viewpoints of i) the consciousness about the size relation of multiplier, multiplier, and product, and ii) the relation with results of ×0 and ×1, and a questionnaire investigation for students is carried out in order to inquire the feature and tendency of their understanding. According to the questionnaire for 638 students in four elementary schools, it checked that multiplier effect was especially seen in the 4th and 5th grade students. Moreover, in order to explore the cause, the consciousness of students who show the multiplier effect was followed up by using the selection problem and case method. These results showed that (1) the students who show multiplier effect especially tends to take notice of the size relation between multiplier and multiplier. (2) leanings of ×0 and ×1 could not prevent the belief "becoming large whenever it multiply", and these suggested that the consistent consideration of supports in teaching of integer, rational numbers, proportion and ratio was required.