Cross cultural study on the role of "research lesson" for mathematics teacher development

摘要本研究旨在探讨研究性课在跨文化视角下对数学教学的促进作用。本研究确定了以下四点：1。调查研究课2的实际情况。确定大学在实施研究方面的角色。通过研究性课程阐明数学教师实际教学活动的变化。本研究最后集中在整个课堂讨论中的“人”（“人”在日语中的意思是“一群人”，“人”的意思是“思想”）。由于这是我国数学教学与其他国家相比最显著的差异，因此本文将其作为研究的重点。本文还试图界定“书丹-诗”的功能和积极作用。在研究的基础上，对蜀坛志子的分析主要从以下两个方面进行：1。2.学习责任心和责任感。数学思想的来源。为达到本研究的目标，采用了下列方法：老师进行了实际教学，并录制了视频。2. 在课后复习录像的同时，根据老师和学生的意见对要点进行了讨论。以下是我在实际授课过程中观察到的：在老师提出问题后，学生们尝试自己解决问题，然后提出了三种主要的解决方案；2. 然后，运用“书丹-士科”，得到了一个与前三个完全不同的类解。需要进行后续研究，可能会得出最后结论，这将是三个主要解决办法之一。研究方法的某些部分可能会发生变化，因为研究人员应该检查学生的工作，并应该对他们的答案进行个别采访。

The aim of this study is to investigate the role of the research lesson through cross cultural perspective in order to promote teaching in Mathematics. This study identified four things which are as follows:1. to investigate actual situation on research lesson2. to identify the role of the University in terms of implementing research lesson3. to clarify the change in actual teaching activity of Mathematics teacher through research lesson4. to analyze the role research lesson through case studyThe study finally focused on shudan-shiko (shudan literally means group of people in Japanese and shiko means thought) at the whole class discussion. Shudan-shiko was the focus of the study because this is the most notable difference in Mathematics teaching compared with other countries. It also tried to define the function and the positive effects of shudan-shiko. The two main aspects in analyzing shudan-shiko based on the study were the following - 1.learning responsibility and 2. source of mathematical ideas. The following methodology were implemented in the attainment of the objectives of the study: 1. The teacher conducted actual lesson which was videotaped.; 2. There was a discussion on the important points according to the opinion of the teacher as well as the students while reviewing the videotape after the lesson.The following observations were made during the actual conduct of the lesson - 1. After the teacher presented the problem, the students tried to solve it by themselves and then came up with three main solutions ; 2. Then shudan-shiko was applied which resulted into a class solution totally different from the first three.A follow-up study is needed that may probably result into having a final conclusion which will come among the three main solutions. There might be a change in some part of the methodology because the researcher should check the work of the student and should conduct individual interview regarding their answers.