In this lecture, students will learn about the concept of learning evaluation in general, and create a learning plan for mathematics
that takes into account the perspective of evaluation. Furthermore, based on the teaching plan, students will conduct a mock
lesson. Through the practice and evaluation of the mock lesson, the aim is for students to understand what “Integrating Instruction
and Assessment” is. In the second half, students will deepen their understanding of the evaluation questions and evaluation
reports for each mathematics unit, and consider what “Integrating Instruction and Assessment” is with a view to the whole
year and the whole unit.
In this lecture, students will deepen their understanding of the concept of “Integrating Instruction and Assessment” in junior
high school and high school mathematics by creating mock lessons, assessment questions and assessment reports, and aim to
acquire practical skills with an eye to teaching practice.
- Students can explain the concept of assessment in mathematics learning guidance.
- Students can explain mathematics lessons that aim to integrate instruction and assessment.
- Students can consider teaching materials, lesson design, and assessment with mathematical activities in mind.
- Students can deepen their understanding of junior high school and high school mathematics through mock lessons.
- Students can create assessment questions and assessment reports that aim to integrate instruction and assessment.
| Assignments for Each Lesson | Mock Lessons and Discussions | Lesson Plan | Reports | Total. | |
|---|---|---|---|---|---|
| 1. | 10% | 5% | 15% | ||
| 2. | 5% | 5% | 5% | 15% | |
| 3. | 5% | 5% | 5% | 5% | 20% |
| 4. | 5% | 15% | 20% | ||
| 5. | 5% | 25% | 30% | ||
| Total. | 30% | 20% | 10% | 40% | - |
30% Assignments for Each Lesson
20% Mock Lessons and Discussions
10% Lesson Plan
40% Reports
pass; mark 60 above.
20% Mock Lessons and Discussions
10% Lesson Plan
40% 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 concept of assessment in junior high school and high school mathematics. |
Read the lecture materials and summarize the main points of the lecture. | 190minutes |
| 2. | The assessment framework and results of international academic ability surveys: Students can understand the assessment framework, survey questions, and survey results of international surveys in relation to each other. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Investigating the PISA survey. | 40minutes | ||
| 3. | The assessment framework and results of domestic academic ability surveys: Students can understand the assessment framework, survey questions, and survey results of domestic surveys in relation to each other. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Investigating the National Survey of Academic Ability and Learning Status. | 40minutes | ||
| 4. | Integrating instruction and assessment in mathematics: Students can understand how instruction and assessment are integrated in mathematics based on the Course of Study announced in 2017 and 2018. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Analyzing teaching materials for a mock lesson. | 40minutes | ||
| 5. | Inquiry-based mathematics lessons and the use of ICT: Students can understand how to effectively use ICT when designing inquiry-based mathematics lessons. |
Read the lecture materials and summarize the main points of the lecture. | 40minutes |
| Create a lesson plan for a mock lesson. | 150minutes | ||
| 6. | Integrating instruction and assessment: Algebra Content (1) Students can understand a mock lesson in mathematics that integrates instruction and assessment, using algebra content as the topic. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Evaluate the mock lesson. | 40minutes | ||
| 7. | Integrating instruction and assessment: Geometry Content (2) Students can understand a mock lesson in mathematics that integrates instruction and assessment, using geometry content as the topic. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Evaluate the mock lesson. | 40minutes | ||
| 8. | Integrating instruction and assessment: Analysis Content (3) Students can understand a mock lesson in mathematics that integrates instruction and assessment, using analysis content as the topic. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Evaluate the mock lesson. | 40minutes | ||
| 9. | Integrating instruction and assessment: Probability and Statistics Content (4) Students can understand a mock lesson in mathematics that integrates instruction and assessment, using probability and statistics content as the topic. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Evaluate the mock lesson. | 40minutes | ||
| 10. | Approaches to assessing mathematics questions from the perspective of prefectural academic achievement tests: Students can understand different approaches to assessing mathematics questions in prefectural academic achievement tests. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Investigating the evaluation questions. | 40minutes | ||
| 11. | Approaches to assessing mathematics questions from the perspective of university entrance exams: Students can understand different approaches to assessing mathematics questions in university entrance exams. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Investigating the evaluation questions. | 40minutes | ||
| 12. | Approaches to assessing mathematics questions from the perspective of unit tests and assessment questions: Students can understand different approaches to assessing mathematics questions in unit tests and assessment questions. |
Read the lecture materials and summarize the main points of the lecture. | 150minutes |
| Investigating the evaluation questions. | 40minutes | ||
| 13. | Unit assessment reports and mathematical inquiry: Students can understand unit assessment reports and the concept of assessment that are oriented towards mathematical inquiry. |
Read the lecture materials and summarize the main points of the lecture. | 40minutes |
| Create math assessment questions and reports. | 150minutes | ||
| 14. | Presentation and discussion of overall assessment questions and reports: Through the presentation and discussion of overall assessment questions and reports, students can consider lessons, assessment questions, and reports as a whole and understand the importance of integrating instruction and assessment. |
Organize the lecture materials collected so far and prepare for and reflect on the presentation and discussion. | 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. (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) National Institute for Educational Policy Research (2020). Reference Materials on Learning Assessment for “Integrating Teaching and Assessment” [Junior High School Mathematics]. Toyokan Publishing.
(2) National Institute for Educational Policy Research (2021). Reference Materials on Learning Assessment for “Integrating Teaching and Assessment” [Mathematics for High School Students]. Toyokan Publishing.
(3) Hideto Takeuchi et al. (2020). Improving Teaching Skills: High School Edition. Keirin-kan.
※ PDF versions of (1) and (2) can also be downloaded from the National Institute for Educational Policy Research website.
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) National Institute for Educational Policy Research (2020). Reference Materials on Learning Assessment for “Integrating Teaching and Assessment” [Junior High School Mathematics]. Toyokan Publishing.
(2) National Institute for Educational Policy Research (2021). Reference Materials on Learning Assessment for “Integrating Teaching and Assessment” [Mathematics for High School Students]. Toyokan Publishing.
(3) Hideto Takeuchi et al. (2020). Improving Teaching Skills: High School Edition. Keirin-kan.
※ PDF versions of (1) and (2) can also be downloaded from the National Institute for Educational Policy Research website.
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, through mock lessons, the creation of assessment questions, and the development of assessment reports, students will gain a more practical understanding of the concept of integrating instruction and assessment in junior high school and high school mathematics education. Building on the knowledge and skills related to content theory and lesson design cultivated in other mathematics teaching methodology courses, students will actively engage in mock lessons, presentations, and group discussions. I hope that this course will serve as an opportunity for students to solidify their own vision of what it means to be a mathematics teacher in preparation for their teaching practicum.
In this course, through mock lessons, the creation of assessment questions, and the development of assessment reports, students will gain a more practical understanding of the concept of integrating instruction and assessment in junior high school and high school mathematics education. Building on the knowledge and skills related to content theory and lesson design cultivated in other mathematics teaching methodology courses, students will actively engage in mock lessons, presentations, and group discussions. I hope that this course will serve as an opportunity for students to solidify their own vision of what it means to be a mathematics teacher in preparation for their teaching practicum.
- 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 : Sat Apr 12 04:05:34 JST 2025