This lecture is aimed at students who are aiming to become junior high school and high school mathematics teachers. In order
to move from being a student of mathematics to becoming a teacher of mathematics, it is necessary to learn the appropriate
skills. In this lecture, students will learn the content of the subject “mathematics” from a broad perspective, and will gain
the knowledge and skills related to the content theory necessary for junior high school and high school mathematics teachers,
as well as learning the importance of systematically teaching mathematics in a practical way.
This lecture is the first in the “Teaching Method of Mathematics” subject. It focuses on the content theory necessary for
junior high school and high school mathematics teachers, and aims to deepen knowledge of the systematic nature of mathematics
learning instruction and the mathematical background of the relevant content.
- Students can explain the significance of studying mathematics at junior high school and high school.
- Students can understand the mathematical knowledge and skills required of mathematics teachers in the areas of algebra, analysis, geometry, and probability and statistics, as well as the systematic nature of learning guidance in these areas.
- Students can understand the importance of applying a mathematical perspective and way of thinking in mathematics lessons.
- Students can consider teaching material research, lesson composition, and evaluation from the perspective of a mathematical perspective and way of thinking and mathematical activities.
- Students can explain the methods and ideas for designing mathematics lessons that make effective use of teaching aids and ICT.
| Assignments for Each Lesson | Reports | Final Examination | Total. | |
|---|---|---|---|---|
| 1. | 5% | 5% | 10% | |
| 2. | 5% | 40% | 45% | |
| 3. | 5% | 5% | 5% | 15% |
| 4. | 5% | 5% | 5% | 15% |
| 5. | 5% | 5% | 5% | 15% |
| Total. | 25% | 15% | 60% | - |
25% Assignments for Each Lesson
15% Reports
60% Final Examination
pass; the mark 60 above
15% Reports
60% Final Examination
pass; the mark 60 above
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1. | Guidance: Students can understand the significance of learning guidance and content theory that fosters a mathematical way of thinking and way of looking at things. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 2. | The purpose of mathematics education and the goals of the subject “mathematics”: Students can understand the purpose of mathematics education and the goals of the mathematics subject in junior high schools and high schools. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 3. | Algebra content and teaching (1): Students will be able to understand the significance of extending numbers and the principle of formal constancy. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 4. | Algebra content and instruction (2): Students can understand the relationship between number expansion and the expansion of the four arithmetic operations. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 5. | Algebra content and teaching (3): Students can understand the significance of learning about equations and inequalities in relation to each other. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 6. | Analysis content and teaching (1): Students can understand the relationship between the definition of a function and the concept of transformation. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 7. | Analysis content and teaching (2): Students can understand mathematical inquiry using ICT and its methods, using function teaching materials as a topic. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 8. | Geometry content and teaching (1): Students can understand the systematic nature of geometry teaching through topics such as figure concept formation, spatial geometry, and the foundations of proofs. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 9. | Geometry content and teaching (2): Students can understand the significance of instruction on geometric construction and Voronoi diagrams. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 10. | Geometry content and teaching (3): Students can understand the significance of argumentation guidance. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 11. | Probability and statistics content and teaching (1): Students can understand the systematic nature of probability guidance based on the definitions of statistical probability, mathematical probability, and axiomatic probability. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 12. | Probability and statistics content and teaching (2): Students can understand the teaching of conditional probability and Bayes' theorem for the AI and data science. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 13. | Probability and statistics content and teaching (3): Students can understand the concepts of visualization, statistical problem solving (PPDAC cycle), and exploratory data analysis, as they apply to different types of data. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Practice related questions. | 40minutes | ||
| 14. | Final examination The final exam will be held to summarize the lectures so far, and after the exam, the content and answers will be explained. |
Organize all the lecture materials you have received so far and thoroughly review the lecture content to prepare for the exam. | 190minutes |
| 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. (purchased at the co-op)
(2) Commentary on the Course of Study for High School (2018), Mathematics and Science Edition, Gakko Tosho. (purchased at the co-op)
(3) Government-authorized textbook(instructions will be given in class)
Reference books
The following books are specified as references.
(1) Yoshio Matsuyama and Nobuaki Sato (2015). Mathematics Education Methods, 3rd ed. Gakujutsu Tosho Publishing.
(2) Hideto Takeuchi et al. (2020). Improving Teaching Skills: High School Edition. Keirin-kan.
(3) Yoshishige Sugiyama (2009). An Introduction to Secondary School Mathematics Education. Toyokan Publishing.
The following textbooks are specified.
(1) Commentary on the Course of Study for Junior High School (2017), Mathematics Edition, Nihon Bunkyo Publishing. (purchased at the co-op)
(2) Commentary on the Course of Study for High School (2018), Mathematics and Science Edition, Gakko Tosho. (purchased at the co-op)
(3) Government-authorized textbook(instructions will be given in class)
Reference books
The following books are specified as references.
(1) Yoshio Matsuyama and Nobuaki Sato (2015). Mathematics Education Methods, 3rd ed. Gakujutsu Tosho Publishing.
(2) Hideto Takeuchi et al. (2020). Improving Teaching Skills: High School Edition. Keirin-kan.
(3) Yoshishige Sugiyama (2009). An Introduction to Secondary School Mathematics Education. Toyokan 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, with a background in mathematics and mathematics education, we will focus on the content theory of mathematics education, and cultivate the groundwork for realizing mathematical activities as creative activities that create lessons together with students as a mathematics teacher. I hope that everyone who aims to become a mathematics teacher will participate in this lecture proactively and use it as an opportunity to experience what it is like to create a mathematics lesson.
In this course, with a background in mathematics and mathematics education, we will focus on the content theory of mathematics education, and cultivate the groundwork for realizing mathematical activities as creative activities that create lessons together with students as a mathematics teacher. I hope that everyone who aims to become a mathematics teacher will participate in this lecture proactively and use it as an opportunity to experience what it is like to create a mathematics lesson.
- 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 Mar 13 04:11:50 JST 2025