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生徒の「つぶやき」を生かした数学科授業の研究
http://hdl.handle.net/2298/0002000853
http://hdl.handle.net/2298/0002000853d74902de-b1c2-4877-814f-fa69bcf470ed
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KKJ0042_043-050.pdf (1.7 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-03-06 | |||||||||||||||||
| タイトル | ||||||||||||||||||
| タイトル | 生徒の「つぶやき」を生かした数学科授業の研究 | |||||||||||||||||
| 言語 | ja | |||||||||||||||||
| タイトル | ||||||||||||||||||
| タイトル | セイト ノ ツブヤキ オ イカシタ スウガクカ ジュギョウ ノ ケンキュウ | |||||||||||||||||
| 言語 | ja-Kana | |||||||||||||||||
| タイトル | ||||||||||||||||||
| タイトル | Research on mathematics classes that utilize students' utterances | |||||||||||||||||
| 言語 | en | |||||||||||||||||
| 言語 | ||||||||||||||||||
| 言語 | jpn | |||||||||||||||||
| キーワード | ||||||||||||||||||
| 主題 | utterance, interactive, mathematics classes | |||||||||||||||||
| 資源タイプ | ||||||||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||||||
| 著者 |
吉安, 幸子
× 吉安, 幸子
× 吉村, 昇
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| 内容記述 | ||||||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||||||
| 内容記述 | In order to achieve proactive, interactive, and deep learning in mathematics classes, this research focuses on "utterances" that express students' thoughts and feelings, aiming to elicit these "utterances" and utilize them to enhance mathematics learning. In this context, a "utterance" is broadly defined as a "remark comment or utterance made by students during class that is related to the lesson content, including responses to questions asked by the teacher." To draw out students' "utterances" and integrate them into classroom learning, it is necessary to create an environment where "utterances" are encouraged, tasks are assigned that are likely to stimulate "utterances," teachers' mindsets are prepared to handle them, and strategies are developed for responding to "utterances." By implementing these four methods, we observed an increase in students' "utterances" during class which provided more opportunities for independent thinking. Notably, by asking open-ended questions, "utterances" of awareness and thought were elicited. Additionally, when the teacher responded by repeating the students' words, the students' awareness was shared and spread among their peers, guiding the class toward solutions. |
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| bibliographic_information |
ja : 熊本大学教育実践研究 en : Bulletin of Center for Educational Research and School Development Faculty of Education Kumamoto University 巻 42, p. 43-50, 発行年 2025-02 |
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| NCID | ||||||||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||||||||
| 収録物識別子 | AA11700236 | |||||||||||||||||
| 出版タイプ | ||||||||||||||||||
| 出版タイプ | VoR | |||||||||||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||||||||||
| 日本十進分類法 | ||||||||||||||||||
| 主題Scheme | NDC | |||||||||||||||||
| 主題 | 375.41 | |||||||||||||||||
| 出版者 | ||||||||||||||||||
| 出版者 | 熊本大学教育学部附属教育実践総合センター | |||||||||||||||||
| 言語 | ja | |||||||||||||||||
