Developmental Research on Integrated Learning in Mathematics Education

本研究旨在探讨整合社会、文化与数学于数学教育中的整合学习之学习任务、学习过程及评价方法。自1997年以来的三年时间里，在小学、初中和高中，大约有10-20节以融合性学习为主题的课堂课程被计划、实践和分析。通过我们的研究，我们发现了以下几点。关于学习任务，在学生周围的不同地方有很多任务，我们可以开发关于国际理解、环境和福利以及当地的材料。在我们的项目报告中，问题情境是根据学生的生活状况进行分类的。在学习过程上，可以由学生活动、小组活动和全班讨论组成。在一些课程中，学生在课后制定自己的任务。在评价方法上，可以通过课前预测学生的反应、观察学生在课中的反应、分析学生在课后的反应来进行。此外，将在社会上使用的数学能力可以通过制作类似于课程学习任务的问题来评估。通过对教材的分析，发现美国教材中有合适的学习任务。另一方面，日本教科书中很少有适合综合教学法的学习任务。因此，人们再次认识到，编写用于综合学习的书籍是有用的。

The objectives of this research was to develop learning tasks, learning process and evaluation methods appropriate for integrated learning that integrated society, culture and mathematics in mathematics education. And analyzing textbooks including foreign ones was another objectives.During three years since 1997, about 10-20 classroom lessons focused on integrated learning were planed, practiced and analyzed in primary, lower secondary and upper secondary schools. Through our research, the following findings were found. Regarding learning tasks, there were many tasks in various places around students and we could develop materials concerning international understanding, environment and welfare, and local area, too. In our project report, problem situations are classified by students' life situation. Regarding learning process, it could be composed of students' activities, group activities and discussion in whole class. In some lessons, students develop their own tasks after their lessons. Regarding evaluation methods, it could be conducted by predicting students' responses before the lesson, observing students' responses in the lesson and analyzing students' responses after the lessen. Furthermore, mathematics abilities that will be used in society could be evaluated by making similar problems to leaning tasks of the lessons. Through analysis of textbooks, it was found that there were appropriate learning tasks in US textbooks. On the other hand, there were rare learning tasks appropriate for integrated approach in Japanese textbooks. Therefore it was again recognized that development of books for integrated learning was useful.