Tomoko Yanagimoto

<p lang="en">In this study, we aim to explore the conditions and constraints of implementing a lesson study-based professional development (LSPD) program for Japanese pre-service primary teachers. Based on the anthropological theory of the didactic–a well-established theoretical framework in mathematics education research–it offers three dimensions (institutional, educational, and personal) to frame and analyze the various conditions to implement the LSPD program and the constraints that impede them. We used a case study of an LSPD program for Japanese pre-service primary teachers, which offered pre-service teachers an opportunity to engage in mathematics lesson planning and participate in a lesson study conference. The results illustrated the conditions of the institutional context in which the LSPD program appeared, and the constraints in the difficulty of making the lesson study and PD coexist. We also found that the personal constraints on pre-service teachers’ lesson preparation work were affected by the conditions and constraints in other dimensions (institutional or educational). Thus, this study contributes to a deeper understanding of the constraints that may shape or hinder teachers’ practice and knowledge in the LSPD program at diverse but interrelated levels.</p>

type:Article 本研究は,「GIGAスクール構想」の実現のために「ソフト」面に焦点をあて,デジタル教科書ならではの学びの充実をはかり,将来の学習者用デジタル教科書の有効な利活用も視野に入れつつ,現在配布されている指導者用デジタル教科書を用いた数学と理科の大学及び附属校の授業での利活用を含めたICTを効果的に活用する学習活動や教材化のための素案及び指導者用デジタル教科書を用いた授業実践の分析・考察を行うことを目的とする。 The purposes of this study are the following two points: (1) To focus on the soft wear aspects in order to realize the GIGA school concept and to enhance the learning that only digital textbooks can provide. (2) To analyze and discuss learning activities and teaching materials that effectively utilize ICT, including the use of digital textbooks for teachers in mathematics and science classes at universities and attached schools, as well as classroom practices using digital textbooks for teachers.

Mathematics educational system in Japan is currently facting problems such as the reduction of contents in the new curriculum; and the negative attitude exhibited by students towards mathematics. One way to solve these problem is to think about the kind of mathematical abilities needed in the society we now live in, thus, there is a need to change the mathematics curriculum dramatically. We have been considering introducing Graph Theory as one of the teaching materials that will help enhance the pupil's mathematical thinking and will make them realize that "thinking"is interesting. An experimental teaching on graph theory was conducted in elementary school. This paper presents the result and considerations in introducing the subject.