In this lecture, we will introduce trends in lesson studies and examples of teaching material development in mathematics education,
with the theme of “designing inquiry-based mathematics lessons”, and we will also deal with the perspective of designing inquiry-based
mathematics lessons. After that, we will hold mock lessons and research discussions with a focus on inquiry using ICT, and
provide students with an opportunity to experience the benefits of inquiry-based lessons and think about what it means to
be a mathematics teacher. Furthermore, as a comprehensive review of Teaching Method of Mathematics, we will take up contemporary
issues in mathematics education and aim to improve practical skills to enhance instruction in mathematics from a broader perspective.
The aim of this lecture is to acquire the ability to design inquiry-based mathematics lessons for junior high school and high
school classes. Additionally, as a comprehensive review of Teaching Method of Mathematics, to acquire the knowledge and attitude
that will enable you to continue to improve your mathematical ability and practical skills as a mathematics teacher in response
to changes in the times.
- Students can understand the perspective of designing inquiry-based mathematics lessons.
- Students can create lesson plans for inquiry-based mathematics lessons.
- Students can actively engage in mock lessons and research discussions.
- Students can use ICT in mathematics lessons.
- Students can deepen their understanding of contemporary issues in mathematics education.
| Assignments for Each Lesson | Lesson Plan | Mock Lessons and Discussions | Reports | Total. | |
|---|---|---|---|---|---|
| 1. | 5% | 5% | 10% | ||
| 2. | 25% | 25% | |||
| 3. | 5% | 20% | 25% | ||
| 4. | 5% | 5% | 5% | 15% | |
| 5. | 5% | 20% | 25% | ||
| Total. | 20% | 25% | 25% | 30% | - |
20% Assignments for Each Lesson
25% Lesson Plan
25% Mock Lessons and Discussions
30% Reports
pass; mark 60 above.
25% Lesson Plan
25% Mock Lessons and Discussions
30% Reports
pass; mark 60 above.
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1. | Guidance: Students can understand the perspective of designing inquiry-based mathematics lessons for junior high school and high school mathematics classes. |
Read the lecture materials and summarize the main points of the lecture. | 140minutes |
| Investigating the topic for inquiry-based mathematics lesson. | 50minutes | ||
| 2. | Inquiry-based mathematics lessons for junior high school and high school mathematics classes (1): Students can understand the case studies of designing inquiry-based mathematics lessons using teaching aids and the points to note. |
Read the lecture materials and summarize the main points of the lecture. | 140minutes |
| Investigating the topic for inquiry-based mathematics lesson. | 50minutes | ||
| 3. | Inquiry-based mathematics lessons for junior high school and high school mathematics classes (2): Students can understand the case studies of designing inquiry-based mathematics lessons using ICT and the points to note. |
Read the lecture materials and summarize the main points of the lecture. | 140minutes |
| Investigating the topic for inquiry-based mathematics lesson. | 50minutes | ||
| 4. | Trends in research on mathematics lessons and how to conduct research discussions: Students can understand the trends in research on mathematics lessons and how to conduct research discussions in Japan. |
Read the lecture materials and summarize the main points of the lecture. | 50minutes |
| Create a lesson plan. | 140minutes | ||
| 5. | Mock Lessons and Research Discussions (1): Algebra Content In the process of practicing and discussing a mock lesson on inquiry-based mathematics using algebra content, students can assess other students' mock lessons from the perspectives of both teacher and learner and use this to improve their own lessons. |
Read the lecture materials and summarize the main points of the lecture. | 100minutes |
| Assess other students' mock lesson. | 40minutes | ||
| Use discussions to improve your own lessons. | 50minutes | ||
| 6. | Mock Lessons and Research Discussions (2): Proof Content In the process of practicing and discussing a mock lesson on inquiry-based mathematics using proof content, students can assess other students' mock lessons from the perspectives of both teacher and learner and use this to improve their own lessons. |
Read the lecture materials and summarize the main points of the lecture. | 100minutes |
| Assess other students' mock lesson. | 40minutes | ||
| Use discussions to improve your own lessons. | 50minutes | ||
| 7. | Mock Lessons and Research Discussions (3): Geometry Content In the process of practicing and discussing a mock lesson on inquiry-based mathematics using geometry content, students can assess other students' mock lessons from the perspectives of both teacher and learner and use this to improve their own lessons. |
Read the lecture materials and summarize the main points of the lecture. | 100minutes |
| Assess other students' mock lesson. | 40minutes | ||
| Use discussions to improve your own lessons. | 50minutes | ||
| 8. | Mock Lessons and Research Discussions (4): Analysis Content In the process of practicing and discussing a mock lesson on inquiry-based mathematics using analysis content, students can assess other students' mock lessons from the perspectives of both teacher and learner and use this to improve their own lessons. |
Read the lecture materials and summarize the main points of the lecture. | 100minutes |
| Assess other students' mock lesson. | 40minutes | ||
| Use discussions to improve your own lessons. | 50minutes | ||
| 9. | Mock Lessons and Research Discussions (5): Probability Content In the process of practicing and discussing a mock lesson on inquiry-based mathematics using probability content, students can assess other students' mock lessons from the perspectives of both teacher and learner and use this to improve their own lessons. |
Read the lecture materials and summarize the main points of the lecture. | 100minutes |
| Assess other students' mock lesson. | 40minutes | ||
| Use discussions to improve your own lessons. | 50minutes | ||
| 10. | Mock Lessons and Research Discussions (6): Statistics Content In the process of practicing and discussing a mock lesson on inquiry-based mathematics using statistics content, students can assess other students' mock lessons from the perspectives of both teacher and learner and use this to improve their own lessons. |
Read the lecture materials and summarize the main points of the lecture. | 100minutes |
| Assess other students' mock lesson. | 40minutes | ||
| Use discussions to improve your own lessons. | 50minutes | ||
| 11. | Contemporary issues in mathematics education (1): Central concepts, mathematical perspectives and Ways of Thinking： Students can develop a deep understanding of the transition from central concepts to mathematical perspectives and ways of thinking, as well as their current role in the curriculum, as key contemporary issues in mathematics education. |
Read the lecture materials and summarize the main points of the lecture. | 160minutes |
| Reflect on my own lessons. | 30minutes | ||
| 12. | Contemporary issues in mathematics education (2): Problem-solving lessons and mathematical activities Students can develop a deep understanding of problem-solving lessons and mathematical activities as key contemporary issues in mathematics education. |
Read the lecture materials and summarize the main points of the lecture. | 160minutes |
| Reflect on my own lessons. | 30minutes | ||
| 13. | Contemporary issues in mathematics education (3): Statistics and data science education Students can develop a deep understanding of statistics and data science education as key contemporary issues in mathematics education. |
Read the lecture materials and summarize the main points of the lecture. | 160minutes |
| Reflect on my own lessons. | 30minutes | ||
| 14. | Reflection and comprehensive review of the mock lesson: By reflecting on their own mock lesson from a bird's-eye view and considering discussions on contemporary issues in mathematics education, students can examine their role as mathematics teachers. |
Read the lecture materials and summarize the main points of the lecture. | 40minutes |
| Preparation for the assignment. | 150minutes | ||
| Total. | - | - | 2660minutes |
| ways of feedback | specific contents about "Other" |
|---|---|
| Feedback in the class |
Textbooks
The following textbooks are specified.
(1) Commentary on the Course of Study for Junior High School (2017), Mathematics Edition, Nihon Bunkyo Publishing. (already purchased)
(2) Commentary on the Course of Study for High School (2018), Mathematics and Science Edition, Gakko Tosho. (already purchased)
(3) Government-authorized textbook(instructions will be given in class)
Reference Books
The following books are specified as references.
(1) Hideto Takeuchi et al. (2020). Improving Teaching Skills: High School Edition. Keirin-kan.
(2) Yuta Masunaga et al. (2024). GeoGebra Textbook: An ICT Tool that Allows You to Experience Mathematics. Toyokan Publishing.
(3) Yoshio Matsuyama and Nobuaki Sato (2015). Mathematics Education Methods, 3rd ed. Gakujutsu Tosho Publishing.
The following textbooks are specified.
(1) Commentary on the Course of Study for Junior High School (2017), Mathematics Edition, Nihon Bunkyo Publishing. (already purchased)
(2) Commentary on the Course of Study for High School (2018), Mathematics and Science Edition, Gakko Tosho. (already purchased)
(3) Government-authorized textbook(instructions will be given in class)
Reference Books
The following books are specified as references.
(1) Hideto Takeuchi et al. (2020). Improving Teaching Skills: High School Edition. Keirin-kan.
(2) Yuta Masunaga et al. (2024). GeoGebra Textbook: An ICT Tool that Allows You to Experience Mathematics. Toyokan Publishing.
(3) Yoshio Matsuyama and Nobuaki Sato (2015). Mathematics Education Methods, 3rd ed. Gakujutsu Tosho Publishing.
Prerequisite:
If you have any textbooks from junior high school or high school, it would be a good idea to prepare them as reference books.
It is desirable to be proficient in Microsoft Word and other software when preparing reports such as lesson plans.
(If you are aiming to become a mathematics teacher, it would be good to be able to use TeX if necessary.)
Method of conducting classes:
Each lecture will be conducted in the form of face-to-face classes.
There may be cases where the university supports lectures using Zoom. In such cases, the date and time of the Zoom-delivered lectures will be announced via Scomb.
If you have any textbooks from junior high school or high school, it would be a good idea to prepare them as reference books.
It is desirable to be proficient in Microsoft Word and other software when preparing reports such as lesson plans.
(If you are aiming to become a mathematics teacher, it would be good to be able to use TeX if necessary.)
Method of conducting classes:
Each lecture will be conducted in the form of face-to-face classes.
There may be cases where the university supports lectures using Zoom. In such cases, the date and time of the Zoom-delivered lectures will be announced via Scomb.
In mathematics education, we not only study the content and teaching methods of arithmetic and mathematics, but also compare
curricula in different countries, analyze textbooks, and conduct psychological research into the thinking of learners. Of
course, we also study mathematics itself (its properties and theorems), and in mathematics education, we take a broad view
of mathematics and its value, and research is being conducted in a wide range of areas.
In this course, we will hold mock lessons and research discussions to summarize what we have learned in the Teaching Method of Mathematics course. We will also deal in depth with contemporary issues in mathematics education. I hope that this course will not only provide students with an opportunity to practice their teaching skills as mathematics teachers, but also to clarify their own image of a mathematics teacher and establish a foundation as mathematics teachers who continue to learn independently.
In this course, we will hold mock lessons and research discussions to summarize what we have learned in the Teaching Method of Mathematics course. We will also deal in depth with contemporary issues in mathematics education. I hope that this course will not only provide students with an opportunity to practice their teaching skills as mathematics teachers, but also to clarify their own image of a mathematics teacher and establish a foundation as mathematics teachers who continue to learn independently.
- Tuesday from 12:30〜13:00. Please contact by email in advance.
- Non-social and professional independence development course
- Course that cultivates an ability for utilizing knowledge
- Course that cultivates a basic problem-solving skills
- Course that cultivates a basic interpersonal skills
| Work experience | Work experience and relevance to the course content if applicable |
|---|---|
| Applicable | SHIOZAWA Yuki : Tokyo Metropolitan junior high school and high school, mathematics teacher. The class instructor will teach based on his teaching experience. |
Last modified : Thu Apr 24 04:05:15 JST 2025