Study on Development of Teacher Metacognition in Mathematics Instruction

数学教学中教师元认知发展研究

• 批准号: 21730695
• 负责人: KATO Hisae
• 金额: $ 1.83万
• 依托单位: Hyogo University of Teacher Education
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Young Scientists (B)
• 财政年份: 2009
• 资助国家: 日本
• 起止时间: 2009 至 2011
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-21730695/
• 关键词: 数学教育; メタ認知; 教師教育; 授業分析

Teacher metacognition means that teachers think about their own thinking regarding their teaching. On mathematics instruction, I consider that teachers activate their own teaching knowledge, skills, strategies and metacognitive knowledge with their teacher metacognition. The purpose of this research is to analyze the case of teacher metacognition in mathematics instruction. For this purpose, a framework of teacher metacognition focusing on the activated knowledge is described first. This framework is based on teachers activate their own teaching knowledge, skills, strategies and metacognitive knowledge. On this framework, it was described that if a teacher refer to his teaching activities during the interviews.

教师元认知是指教师对自己的教学活动的思考。在数学教学中，教师通过教师元认知激活自身的教学知识、教学技能、教学策略和元认知知识。本研究旨在分析数学教学中教师元认知的个案。为此，本文首先描述了一个以激活知识为核心的教师元认知框架。这一框架是以教师激活自身的教学知识、技能、策略和元认知知识为基础的。在此框架下，本文描述了教师在访谈中是否提及自己的教学活动。

项目成果

Teacher Metacognition in Mathematics Instruction : within the Framework of Teacher Metacogniti on Focusing on the Activated Knowledge

数学教学中的教师元认知:关注激活知识的教师元认知框架

• 发表时间: 2010
• 作者: 渡邉伸樹;渡邉伸樹;渡邉伸樹;細川遼太・藤本将人;渡邉伸樹;小林一博・村瀬清史・池田泰弘・藤本将人;渡邉伸樹;細川遼太;渡邉伸樹;小林一博;渡邉伸樹;細川遼太・藤本将人;渡邉伸樹;細川遼太;渡邉伸樹;藤本将人;Watanabe Nobuki;藤本将人;渡邉伸樹;渡邉伸樹;藤本将人;藤本将人;渡邉伸樹;渡邉伸樹;加藤久恵
• 通讯作者: 加藤久恵

算数・数学指導における教師のメタ認知に関する研究-知識の活性化を視点とした教師のメタ認知の捉え方について-

算术/数学教学中教师元认知研究——如何从知识激活的角度理解教师元认知——

• 发表时间: 2009
• 作者: 渡邉伸樹;渡邉伸樹;渡邉伸樹;細川遼太・藤本将人;渡邉伸樹;小林一博・村瀬清史・池田泰弘・藤本将人;渡邉伸樹;細川遼太;渡邉伸樹;小林一博;渡邉伸樹;細川遼太・藤本将人;渡邉伸樹;細川遼太;渡邉伸樹;藤本将人;Watanabe Nobuki;藤本将人;渡邉伸樹;渡邉伸樹;藤本将人;藤本将人;渡邉伸樹;渡邉伸樹;加藤久恵;藤本将人;Hisae KATO;渡邉伸樹;渡邉伸樹;藤本将人;加藤久恵
• 通讯作者: 加藤久恵