中学校数学科教師の「授業準備」に関する考察
谷地元直樹; 二宮裕之; 近藤裕
First page：621, Last page：628, Nov. 2024
Japanese, Symposium
潜在的授業力に関する一考察
二宮裕之
First page：645, Last page：648, Nov. 2024, [Lead]
Japanese, Research society
統合的・発展的な考え方を働かせた学習指導－思考・判断・表現の評価を踏まえて－
二宮裕之
Volume：54, First page：8, Last page：28, Oct. 2024, [Invited], [Lead]
Japanese, Research institution
統合的・発展的な考え方を働かせる数学学習指導
二宮裕之
Volume：53, First page：8, Last page：26, Oct. 2023, [Invited], [Lead]
Japanese, Research institution
主体的に学ぶ力を育む算数・数学の授業の実現―これからの時代に求められる資質・能力の育成を目指して ―
二宮裕之
Volume：72, Number：1, First page：131, Last page：149, Mar. 2023, [Lead]
Japanese, Research institution
数学的な見方・考え方を働かせる数学的活動とその評価－メタ認知，自己評価，形成的評価に着目して－
二宮裕之
Volume：52, First page：8, Last page：27, Oct. 2022, [Invited], [Lead]
Japanese, Research institution
統合的・発展的に考察する力を育てる算数指導
二宮裕之
Volume：55, First page：9, Last page：29, Sep. 2022, [Invited], [Lead]
Japanese, Research institution
学習者の多様性を前提とした算数・数学教育－学習・学修成果の捉え方についての根本的意識改革－
二宮裕之
Mar. 2022, [Invited], [Lead]
Japanese, Symposium
OECD グローバル・ティーチング・インサイト 授業ビデオ研究の報告と活用
松原憲治; 西村圭一; 清野辰彦; 中村光一; 馬場卓也; 清水美憲; 柗元新一郎; 二宮裕之
First page：73, Last page：74, Aug. 2021
Japanese, Symposium
数学的な見方・考え方を働かせる数学的活動－「指導と評価の一体化」のための学習評価－
二宮裕之
Volume：51, First page：8, Last page：34, Aug. 2020, [Invited], [Lead]
Japanese, Research institution
Society5.0を支えるSTEAM/STREAM教育の推進に向けた小学校教育課程の教科等構成の在り方と学習指導形態
山崎貞登、松田孝、二宮裕之、久保田善彦、磯部征尊、川原田康文、大森康正、上野朝大
Volume：39, Number：2, First page：525, Last page：538, Mar. 2020
Japanese, Research institution
算数・数学科におけるコンピュータ利用とプログラミングの教育
二宮裕之
Volume：43, First page：79, Last page：80, Aug. 2019, [Lead]
Japanese, Symposium
数学的な見方･考え方を働かせる数学的活動
二宮裕之
Volume：50, First page：8, Last page：27, May 2019, [Invited], [Lead]
Japanese, Research institution
数学的な見方･考え方を働かせる算数指導－「指導と評価の一体化」のための学習評価－
二宮裕之
Volume：51, First page：8, Last page：34, Aug. 2018, [Invited], [Lead]
Japanese, Research institution
知識ベースから資質･能力ベースへ－次期学習指導要領が目指すところ－
二宮裕之
Volume：49, First page：8, Last page：27, Aug. 2018, [Invited], [Lead]
Japanese, Research institution
算数を通して学ぶべきこと
二宮裕之
Volume：50, First page：132, Last page：135, Sep. 2017, [Invited], [Lead]
Japanese, Research institution
数学教育におけるアクティブ･ラーニング
二宮裕之; 飛田明彦; 百名亮介
Volume：66, Number：2, First page：283, Last page：293, Sep. 2017, [Lead]
Japanese, Research institution
これからの数学教育への見通し－「主体的･対話的で深い学び」とは－
二宮裕之
Volume：48, First page：8, Last page：27, Aug. 2017, [Invited], [Lead]
Japanese, Research institution
STEM教育における数学の位置づけ
二宮裕之
Volume：41, First page：209, Last page：210, Aug. 2017, [Lead]
Japanese, Symposium
モデルは「数学の代用品」などではない、のか？
二宮裕之
Volume：41, First page：79, Last page：80, Aug. 2017, [Lead]
Japanese, Symposium
算数の授業で育てたい資質・能力を考える
二宮裕之
First page：22, Last page：25, Aug. 2017, [Invited], [Lead]
Japanese, Symposium
学習指導案の歴史的変遷とその役割に関する研究-指導案作成における顕在的側面と潜在的側面に着目して-
二宮裕之
Volume：23, Number：2, First page：73, Last page：82, Jul. 2017, [Reviewed], [Lead]
Japanese, Scientific journal
昭和40年代の埼玉県における算数･数学科教員コミュニティの形成
小川正; 二宮裕之
Volume：65, Number：2, First page：109, Last page：132, Sep. 2016
Japanese, Research institution
数学教育の不易を捉え直す－数学教育におけるアクティブ･ラーニングとは－
二宮裕之
Volume：47, First page：8, Last page：27, Aug. 2016, [Invited], [Lead]
Japanese, Research institution
数学教育における「潜在的授業力」に関する研究－アメリカにおける授業実践との比較から－
二宮裕之; Douglas Corey
Volume：22, Number：2, First page：109, Last page：121, Jul. 2016, [Reviewed], [Lead]
Japanese, Scientific journal
日本型数学教育における価値観
二宮裕之; 馬場卓也; 植田敦三; 日野圭子
First page：279, Last page：286, Jun. 2016, [Lead]
Japanese, Symposium
Japanese Professional Development
Douglas Corey; Travis Lemon; Edward Gilber; Hiroyuki Ninomiya
Mathematics Teaching in the Middle School ,National Council of Teachers of Mathematics, First page：544, Last page：549, May 2016, [Reviewed]
English, Scientific journal
主体的で自覚的な数学的活動を促す－学習の成果を自分自身で客観的に捉えること－
二宮裕之
First page：31, Last page：32, Mar. 2016, [Invited], [Lead]
Japanese, Symposium
The Study of Open-ended Approach in Mathematics Teaching Using Jigsaw Method : A Case Study of the Water Beaker Problem
NINOMIYA, Hiro; PUSRI, Panpiti
Volume：64, Number：2, First page：11, Last page：22, Sep. 2015, [Lead]
English, Research institution
算数･数学教育における「日常の文脈に即した問題」に関する研究－数学的シツエーションとの関連に着目して－
松本菜苗; 二宮裕之
Volume：21, Number：2, First page：187, Last page：201, Jul. 2015, [Reviewed]
Japanese, Scientific journal
アクティブな「アクティブ･ラーニング」のための素地指導の充実
二宮裕之
First page：185, Last page：190, Jun. 2015, [Lead]
Japanese, Scientific journal
国際比較調査「第三の波」と数学教育における価値研究－５府県における価値調査データの分析－
二宮裕之; 佐藤学; 真野祐輔
First page：85, Last page：92, Jun. 2015, [Lead]
Japanese, Scientific journal
国際的な視野から見た算数・数学教科書の研究・開発 : 算数・数学教科書の研究と開発に関する国際会議(ICMT2014)から
長崎栄三; 西村圭一; 二宮裕之
Volume：97, Number：5, First page：11, Last page：20, May 2015, [Reviewed]
Japanese, Scientific journal
「よい数学の授業」に関する研究(1)－授業を「よい授業」と認識する視点について－
二宮裕之
First page：483, Last page：486, Nov. 2014, [Lead]
Japanese, Symposium
算数・数学的表現におけるキャラクターの役割
二宮裕之
Volume：44, First page：675, Last page：680, Nov. 2011, [Lead]
Japanese, Scientific journal
算数科における記述表現を活用する評価の在り方
二宮裕之
Volume：877, First page：68, Last page：71, Sep. 2011, [Invited], [Lead]
Japanese, Research institution
カナダの高等学校数学教科書（<特集2>海外の高等学校数学教科書）
二宮裕之
Volume：93, Number：9, First page：29, Last page：32, Sep. 2011, [Invited], [Lead]
Japanese, Scientific journal
数学科における才能教育の展望
二宮裕之
Volume：35, First page：171, Last page：174, Aug. 2011, [Lead]
Japanese, Symposium
板書とノート指導を中心に(I-5 技術指導,第I部 問題解決の指導理論）
二宮裕之
Volume：92, Number：11, First page：38, Last page：39, Nov. 2010, [Invited], [Lead]
Japanese, Scientific journal
カナダの算数・数学教科書
二宮裕之
Volume：92, Number：6, First page：9, Last page：12, Jun. 2010, [Reviewed], [Lead]
Japanese, Scientific journal
数学学習における記述表現の分析 ルブリックによる全体論的評価法を用いて
二宮裕之; 野口恵理; 岸田健吾; 塩﨑陽子; 五十嵐淳; 中野浩義; 本荘真
Volume：59, Number：1, First page：1, Last page：19, Mar. 2010, [Lead]
Japanese, Research institution
算数･数学教育における学習の所産に関する研究
二宮裕之
Volume：16, Number：1, First page：15, Last page：25, Jan. 2010, [Reviewed], [Lead]
Japanese, Scientific journal
学習目的を志向する評価活動 学力調査における自己評価試案
二宮裕之
First page：100, Last page：105, Nov. 2009, [Invited], [Lead]
Japanese, Symposium
数学教育の表現体系を捉え直す試み－二種類の言語的表現に着目して－
二宮裕之
Volume：42, First page：499, Last page：504, Nov. 2009, [Lead]
Japanese, Scientific journal
学力調査における評価と学習･指導の一体化－学習目的を志向する評価活動を手がかりに
二宮裕之
Volume：91, Number：5, First page：23, Last page：32, May 2009, [Reviewed], [Lead]
Japanese, Scientific journal
数学の学習評価をとらえ直す－教育評価の重層性・双方向性に着目して－
二宮裕之
Volume：58, Number：1, First page：1, Last page：8, Mar. 2009, [Lead]
Japanese, Research institution
算数学習におけるふり返りとまとめ
二宮裕之; 深堀由香
Volume：90, Number：12, First page：11, Last page：18, Dec. 2008, [Reviewed], [Lead]
Japanese, Scientific journal
算数･数学教育における「メタ評価」に関する研究(3)－構成主義的評価論について－
二宮裕之
Volume：41, Number：50, First page：45, Nov. 2008, [Lead]
Japanese, Scientific journal
算数･数学教育における「メタ評価」に関する研究(2)－パフォーマンスパラドックスについて－
二宮裕之
Volume：40, First page：25, Last page：30, Nov. 2007, [Lead]
Japanese, Scientific journal
Development of Mathematics Teacher Education Curriculum: Balancing the Universal and the Cultural
Levi Elipane; Hiro Ninomiya
The 8th Inter- national Conference on Education research, Oct. 2007
English, International conference proceedings
アメリカの数学教育における科学技術リテテシー
重松敬一; 二宮裕之
Volume：89, Number：9, First page：21, Last page：30, Sep. 2007, [Reviewed]
Japanese, Scientific journal
技術的問題解決プロセスに算数・数学を位置づける
二宮裕之; 国宗進
Volume：31, First page：167, Last page：170, Aug. 2007, [Lead]
Japanese, Symposium
理数科教師が継続して主体的に授業を検討・改善するためのe-learning開発研究
熊野善介; 国宗進; 唐木清志; 二宮裕之; 萱野貴広
Volume：21, Number：6, First page：5, Last page：11, Jun. 2007
Japanese, Symposium
評価研究の新たな展望 評価についての評価（メタ評価）試案
二宮裕之
Volume：31, Number：1, First page：58, Last page：59, Mar. 2007, [Reviewed], [Lead]
Japanese, Scientific journal
算数･数学教育における「メタ評価」に関する研究(1)－評価についての評価論－
二宮裕之
Volume：39, First page：85, Last page：90, Oct. 2006, [Lead]
Japanese, Scientific journal
算数･数学学習における評価とその成果に関する一考察－レポート形式の評価の事例を手がかりに－
二宮裕之
Volume：88, Number：10, First page：12, Last page：21, Oct. 2006, [Reviewed], [Lead]
Japanese, Scientific journal
e-learning を基盤とした理科教師の授業改善に関する研究
熊野善介; 国宗進; 唐木清志; 二宮裕之; 萱野貴広
Volume：4, First page：354, Aug. 2006
Japanese, Symposium
数学的記述表現活動とメタ認知･メタ評価
二宮裕之
Volume：21, Number：1, First page：7, Last page：12, Aug. 2006, [Lead]
Japanese, Symposium
理数科教師が継続して主体的に授業を検討･改善するための国際連携研究
熊野 善介, 国宗 進, 唐木 清志, 二宮 裕之, 萱野 貴広
Volume：20, Number：6, First page：19, Last page：22, Jun. 2006
Japanese, Symposium
Standards-Based Curriculum for Mathematics Teacher Education
Levi Elipane; Hiro Ninomiya
Shaping the future of Science, Mathematics and Technical Education, ETC- Universiti Brunei Darussalam, First page：165, Last page：172, May 2006, [Reviewed]
English, International conference proceedings
Standards-based Curriculum for Secondary School Mathematics Teacher Education
Levi Elipane; Hiro Ninomiya
Cosmed 2005 International Conference on Science and Mathematics Education Proceedings, First page：97, Last page：106, Dec. 2005, [Reviewed]
English, International conference proceedings
算数･数学教育における「メタ評価」に関する基礎的考察
二宮裕之
Volume：38, First page：19, Last page：24, Oct. 2005, [Lead]
Japanese, Scientific journal
数学教育における記号論的連鎖に関する研究－Wittmannの教授単元の分析を通して－
二宮 裕之, 岩崎 秀樹, 岡崎 正和, 山口 武志, 馬場 卓也, 植田 敦三
Volume：52, Number：1, First page：139, Last page：152, Oct. 2005, [Lead]
Japanese, Research institution
算数･数学の才能教育における「学習の深化」と「学習の加速化」
二宮裕之
Volume：29, First page：245, Last page：248, Aug. 2005, [Lead]
Japanese, Symposium
算数･数学学習の評価に関する新たな視点－「メタ評価」及び「学習活動と評価の一体化」－
二宮裕之
Volume：87, Number：8, First page：13, Last page：20, Aug. 2005, [Reviewed], [Lead]
Japanese, Scientific journal
数学学習におけるノート記述とメタ認知－記号論的連鎖とメタ表記の観点からの考察－
二宮裕之
Volume：11, First page：67, Last page：75, Jun. 2005, [Reviewed], [Lead]
Japanese, Scientific journal
数学教育における自己評価に関する一考察
二宮裕之
Volume：37, First page：729, Last page：730, Nov. 2004, [Lead]
Japanese, Scientific journal
算数を数学に接続する一般化に基づく教授単元の計画･実施･評価に関する開発研究
二宮裕之
Volume：28, First page：127, Last page：130, Jul. 2004, [Lead]
Japanese, Symposium
アメリカの算数･数学教育における創造性の育成－ユタ州の事例を中心に－
二宮裕之
Volume：28, First page：259, Last page：262, Jul. 2004, [Lead]
Japanese, Symposium
Note-Taking and Metacognition in Learning Mathe- matics: An Analysis in Terms of Semiotic Chaining and Meta- Representation
Hiro Ninomiya
The 10th Inter- national Congress on Mathematical Education, Topic Study Group 25 Language and communication in mathematics edu- cation, Semiotic aspects of mathe- matics learning,, Jul. 2004, [Reviewed], [Invited], [Lead]
English, International conference proceedings
数学教育における高大連携に関する一考察－アメリカAP制度とミネソタ大学の事例から－
二宮裕之
Volume：10, First page：137, Last page：143, Jun. 2004, [Reviewed], [Lead]
Japanese, Scientific journal
統計教育の歴史･現在･今後の課題
二宮裕之
Volume：50, Number：2, First page：123, Last page：130, Feb. 2004, [Lead]
Japanese, Research institution
算数･数学教育における記述表現活動研究の動向
二宮裕之
Volume：50, Number：2, First page：115, Last page：122, Feb. 2004, [Lead]
Japanese, Research institution
算数・数学教育における記述表現活動
二宮裕之
First page：188, Last page：194, Oct. 2003, [Invited], [Lead]
Japanese, Symposium
算数･数学教育における『基礎』に関する一考察－百マス計算を如何に評価すべきか－
二宮裕之
Volume：36, First page：43, Last page：48, Oct. 2003, [Lead]
Japanese, Scientific journal
算数科における「確かな学力」の育成に関する実践的研究(1)－諸問題の整理と今後の検討課題－
二宮裕之
Volume：21, First page：1, Last page：16, Jun. 2003, [Lead]
Japanese, Research institution
数学教育における内省的記述表現の分析－記号論的連鎖(Semiotic Chaining)を手がかりとして－
二宮裕之
Volume：9, First page：117, Last page：126, Jun. 2003, [Reviewed], [Lead]
Japanese, Scientific journal
高等学校数学における「ポートフォリオ学習」の試み
二宮裕之
Volume：85, Number：5, First page：2, Last page：11, May 2003, [Reviewed], [Lead]
Japanese, Scientific journal
数学教育におけるポートフォリオ学習
二宮裕之
Volume：49, Number：2, First page：87, Last page：98, Feb. 2003, [Lead]
Japanese, Research institution
我が国の統計教育 : 歴史・現在、そして今後の課題
二宮裕之
First page：154, Last page：160, Nov. 2002, [Invited], [Lead]
Japanese, Symposium
算数･数学学習の多様性に関する一考察－方法による多様な学習について－
二宮裕之
Volume：35, First page：373, Last page：378, Nov. 2002, [Lead]
Japanese, Scientific journal
A Study on the Rolls of ‘Others’ in Learning: From the Case of Characters Method, A New Way to Learn Mathematics
Hiro Ninomiya
Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, Volume：4, First page：409, Last page：416, Jul. 2002, [Reviewed], [Lead]
Japanese, International conference proceedings
数学教育における相互構成的記述表現活動に関する研究－内省的記述表現の規定と内省的記述活用学習の事例的分析－
二宮裕之
Volume：8, First page：139, Last page：151, Jun. 2002, [Reviewed], [Lead]
Japanese, Scientific journal
内省的記述活動を活用する学習モデルの構築－「一人称的他者」の視点から－
二宮裕之
Volume：48, Number：2, First page：85, Last page：92, Feb. 2002, [Lead]
Japanese, Research institution
数学教育における内省的記述表現活動に関する研究
二宮裕之
Mar. 2001, [Reviewed], [Lead]
Japanese, Doctoral thesis
算数･数学教育における集団的主体性理論の枠組みに関する研究(1)－中井正一の言語的空間論と「委員会の論理」の検討－
二宮裕之
Volume：46, Number：2, First page：225, Last page：230, Mar. 2001, [Lead]
Japanese, Scientific journal
The Case Analysis of Six Graders' Journal Writings：Using the ‘Framework for Analyzing the Quality of Transactional Writing
Hiro Ninomiya
Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education, Volume：4, First page：41, Last page：48, Jul. 2000, [Reviewed], [Lead]
English, International conference proceedings
数学的Writingを活用する算数指導に関する研究(2)－内省的記述活用学習における記述表現の量的分析－
二宮裕之
Volume：6, First page：107, Last page：117, Jun. 2000, [Reviewed], [Lead]
Japanese, Scientific journal
算数学習における理解過程に関する研究(Ⅰ) 数学理解の2軸過程モデルの理論的再検討
小山正孝、中原忠男、武内恒夫、赤井利行、二宮裕之、他6名
Volume：28, First page：117, Last page：123, Mar. 2000
Japanese, Research institution
数学的Writingを活用する算数指導に関する研究(1)－文化的実践としての算数学習の検討－
二宮裕之
Volume：45, Number：2, First page：257, Last page：262, Mar. 2000, [Lead]
Japanese, Scientific journal
数学的Writingの質的分析に関する研究－ジャーナル型Writingを中心として－
二宮裕之
Volume：48, First page：55, Last page：64, Mar. 2000, [Reviewed], [Lead]
Japanese, Research institution
算数･数学教育におけるWritingに関する研究(6)－課題解決型Writingの実証的検討－
二宮裕之
Volume：32, First page：107, Last page：112, Nov. 1999, [Lead]
Japanese, Scientific journal
数学的Writingを活用する算数指導に関する研究(2)－内省的記述活用学習における記述表現の量的分析－
二宮裕之
Volume：6, First page：107, Last page：117, Jun. 1999, [Reviewed], [Lead]
Japanese, Scientific journal
数学的概念の認識過程についての基礎研究(XX) : 構成的アプローチに基づく算数科授業の検討(4)
小山 正孝; 中原 忠男; 武内 恒夫; 赤井 利行; 宮本 泰司; 脇坂 郁文; 加藤 久恵; 二宮 裕之; 影山 和也; 吉田 香織
Volume：27, First page：89, Last page：98, Mar. 1999
Japanese, Research institution
算数･数学教育におけるWritingに関する研究(3)－数学的Writingの歴史的考察－
二宮裕之
Volume：44, Number：2, First page：226, Last page：231, Mar. 1999
Japanese, Scientific journal
数学的Writingと数学的コミュニケーションとの関わりについて
二宮裕之
First page：63, Last page：68, Oct. 1998, [Invited], [Lead]
Japanese, Symposium
算数･数学教育におけるWritingに関する研究(2)－数学的Writingの評価について－
二宮裕之
Volume：31, First page：235, Last page：240, Oct. 1998, [Lead]
Japanese, Scientific journal
The Fundamental Study on Mathematical Writing
Hiro Ninomiya
Proceedings of ICMI-EARCOME 1, Volume：2, First page：423, Last page：432, Aug. 1998, [Lead]
English, International conference proceedings
算数・数学教育におけるWritingの事例的分析(4)－小学校低学年の事例を通して－
二宮裕之
Volume：3, First page：147, Last page：156, Jun. 1997, [Reviewed], [Lead]
Japanese, Scientific journal
A Basic Study on Cognitive Processes of Mathematical Concepts (XVIII) : An Examination of Elementary School Mathematics Classroom Based on the Constructive Approach (2) Fujita M. Mie
Number：25,
First page：85,
Last page：93, Mar. 1997
Japanese
DOI：https://doi.org/10.15027/29166DOI ID：10.15027/29166,
ISSN：1343-3679,
CiNii Articles ID：120002004536,
CiNii Books ID：AA11454719 算数･数学教育における文章表現活動に関する研究
二宮裕之
Mar. 1997, [Reviewed], [Lead]
Japanese, Master thesis
算数･数学教育におけるWritingの事例的分析(3)－ジャーナル型Writingの方法について－
二宮裕之
Volume：42, Number：2, First page：257, Last page：262, Mar. 1997, [Lead]
Japanese, Scientific journal
算数･数学教育における記述的表現に関する研究(2)－数学的Writingを捉える枠組みについて－
二宮裕之
Volume：29, First page：421, Last page：426, Nov. 1996, [Lead]
Japanese, Scientific journal
教科課程におけるリーズニングに関する考察
二宮裕之
Volume：19, Number：2, First page：25, Last page：30, Mar. 1996, [Reviewed], [Lead]
Japanese, Scientific journal
算数･数学教育における記述的表現に関する研究(1)－Writingの水準およびWriting活動の段階について－
二宮裕之
Volume：41, Number：2, First page：172, Last page：177, Mar. 1996, [Lead]
Japanese, Research institution
数学的コミュニケーションにおける言語的表現に関する研究(3)－思考交流機能的Writingと数学的概念の発達との関係について－
二宮裕之
Volume：28, First page：249, Last page：254, Nov. 1995, [Lead]
Japanese, Scientific journal
数学的コミュニケーションの基礎となる言語に関する教育について-日米の比較から-
二宮裕之
Volume：27, First page：523, Last page：528, Nov. 1994, [Lead]
Japanese, Scientific journal
アメリカにおけるreasoningの捉え方の類型化－インタビュー及びアンケート調査の結果から－
二宮裕之
Volume：34, Number：3・4, First page：37, Last page：47, May 1994, [Reviewed], [Lead]
Japanese, Scientific journal
算数数学科における表現に関する基礎検討 －Informal Reasoning, Informal Mathematicsの視点から－
二宮裕之
Mar. 1994, [Lead]
Japanese, Master thesis
算数、数学科における表現に関する基礎検討
二宮裕之
Volume：26, First page：115, Last page：120, Mar. 1993, [Lead]
Japanese, Scientific journal
図形領域における「数える」：「数える」対象が抽象的・一般的になることによる困難さ,
二宮裕之
Volume：157, First page：24, Last page：27, Apr. 2025, [Invited], [Lead]
Japanese, Introduction commerce magazine
教育課程における現状の課題と展望－「問いを見出す数学的活動」の提案－
二宮裕之
Volume：634, First page：4, Last page：9, Jun. 2024, [Invited], [Lead]
Japanese, Introduction commerce magazine
あまりのあるわり算 場面に即して解を吟味すること
二宮裕之
Volume：623, First page：55, Dec. 2022, [Invited], [Lead]
Japanese, Introduction commerce magazine
算数科における「個別最適な学び」「協働的な学び」の互恵的・補完的関係の捉え方
二宮裕之
Volume：621, First page：4, Last page：7, Oct. 2022, [Invited], [Lead]
Japanese, Introduction commerce magazine
個別最適な学びと協働的な学びを実現させる数学的活動
二宮裕之
Volume：614, First page：127, Last page：129, Mar. 2022, [Invited], [Lead]
Japanese, Introduction commerce magazine
子供の能力を引き出す指導」に関する議論から学ぶ：指導法はどのように改善したらよいか
樋川宣登志; 二宮裕之; 茂呂美恵子; 可合知里
Volume：613, First page：160, Last page：167, Feb. 2022, [Invited]
Japanese, Introduction commerce magazine
コンパスは「円を描く」道具ではなく「等しい長さを測り取る」ための道具
二宮裕之
Volume：610, First page：49, Jul. 2021, [Invited], [Lead]
Japanese, Introduction commerce magazine
ノートやワークへの「記述表現」を具体的にどう評価すればよいか？
二宮裕之
Volume：638, First page：56, Last page：59, Jul. 2021, [Invited], [Lead]
Japanese, Introduction commerce magazine
主体的に学ぶ力を育む算数の授業の実現
二宮裕之
Volume：606, First page：1, Jul. 2021, [Invited], [Lead]
Japanese, Introduction commerce magazine
数学的な見方・考え方の成長をどう見極めるか
二宮裕之
Volume：602, First page：12, Last page：15, Mar. 2021, [Invited]
Japanese, Introduction commerce magazine
粘り強く取り組み、自分の考えをつくる
二宮裕之
Volume：589, First page：95, Last page：97, Feb. 2020, [Invited], [Lead]
Japanese, Introduction commerce magazine
伴って変わる二つの数量 －500円玉貯金の総額はいくら？－
二宮裕之
Volume：589, First page：95, Last page：97, Feb. 2020, [Invited], [Lead]
Japanese, Introduction commerce magazine
将来の世界的頭脳育成に向けて
二宮裕之
Volume：598, First page：1, Jan. 2020, [Invited], [Lead]
Japanese, Introduction commerce magazine
問題解決の型からの脱却
二宮裕之
Volume：580, First page：16, Last page：19, May 2019, [Invited], [Lead]
Japanese, Introduction commerce magazine
深い学びを作る授業づくり～変化と関係～
二宮裕之
Volume：578, First page：94, Last page：96, Mar. 2019, [Invited], [Lead]
Japanese, Introduction commerce magazine
伴って変わる二つの数量 －500円玉貯金の総額はいくら？－
二宮裕之
Volume：589, First page：118, Last page：120, Feb. 2019, [Invited], [Lead]
Japanese, Introduction commerce magazine
振り返りを生かす
二宮裕之
Volume：577, First page：89, Last page：91, Feb. 2019, [Invited], [Lead]
Japanese, Introduction commerce magazine
Whyに応える算数教育研究
二宮裕之
Volume：576, First page：1, Jan. 2019, [Invited], [Lead]
Japanese, Introduction commerce magazine
実質と形式を関連させることで演算を拡張する
二宮裕之
Volume：575, First page：57, Dec. 2018, [Invited], [Lead]
Japanese, Introduction commerce magazine
ゲームの意味を理解することで、その背後にある数学的な意味を捉える
二宮裕之
Volume：568, First page：61, May 2018, [Invited], [Lead]
Japanese, Introduction commerce magazine
数学的に考える資質・能力を育てる授業改善：新学習指導要領解説～変化と関係～
二宮裕之
Volume：566, First page：101, Last page：103, Mar. 2018, [Invited], [Lead]
Japanese, Introduction commerce magazine
自立的･協働的に問題を解決する
二宮裕之
Volume：565, First page：92, Last page：94, Feb. 2018, [Invited], [Lead]
Japanese, Introduction commerce magazine
算数･数学科におけるデジタル教科書－デジタルと紙の併用を念頭において－
二宮裕之
First page：22, Last page：23, Jan. 2018, [Invited], [Lead]
Japanese, Introduction commerce magazine
形式が不易であることをもとに「新しい位」について考える
二宮裕之
Volume：562, First page：51, Nov. 2017, [Invited], [Lead]
Japanese, Introduction commerce magazine
数学的活動をいかにつくりあげるか？
二宮裕之
Number：559, First page：12, Last page：15, Aug. 2017, [Invited], [Lead]
Japanese, Introduction commerce magazine
数量関係領域において「数学的に考える力」を育てる
二宮裕之
Number：554, First page：142, Last page：146, Mar. 2017, [Invited], [Lead]
Japanese, Introduction commerce magazine
自らの考えを表現し伝える
二宮裕之
Number：553, First page：96, Last page：98, Feb. 2017, [Invited], [Lead]
Japanese, Introduction commerce magazine
減加法と減減法「よい考え方」はどっち？
二宮裕之
Number：546, First page：47, Jul. 2016, [Invited], [Lead]
Japanese, Introduction commerce magazine
図形領域において「数学的に考える力」を育てる
二宮裕之
Number：542, First page：131, Last page：135, Mar. 2016, [Invited], [Lead]
Japanese, Introduction commerce magazine
かけ算の活用（フランス式指電卓）
二宮裕之
Number：541, First page：138, Last page：140, Feb. 2016, [Invited], [Lead]
Japanese, Introduction commerce magazine
主体的に問題を解決する
二宮裕之
Number：541, First page：90, Last page：92, Feb. 2016, [Invited], [Lead]
Japanese, Introduction commerce magazine
算数を高め合う学び合いの授業の評価
二宮裕之
Number：541, First page：4, Last page：7, Feb. 2016, [Invited], [Lead]
Japanese, Introduction commerce magazine
新しい時代に相応しい算数教育を考える
二宮裕之
Number：539, First page：1, Dec. 2015, [Invited], [Lead]
Japanese, Introduction commerce magazine
図形の面積 台形の面積の求め方を考える
二宮裕之
Number：537, First page：63, Oct. 2015, [Invited], [Lead]
Japanese, Introduction commerce magazine
リーディングス 新しい算数研究から 比例・反比例・関数の考え
二宮裕之
Number：535, First page：34, Last page：35, Aug. 2015, [Invited], [Lead]
Japanese, Introduction commerce magazine
「知識･技能を獲得した自分(たち)」を認識した上で、自分の考えを発表すること
二宮裕之
Number：99, First page：32, Last page：35, Jun. 2015, [Invited], [Lead]
Japanese, Introduction commerce magazine
数学的に表現する活動を通して「数学的に考える力」を育てる
二宮裕之
Number：530, First page：188, Last page：193, Mar. 2015, [Invited], [Lead]
Japanese, Introduction commerce magazine
ひき算の文章題（逆思考）
二宮裕之
Number：529, Feb. 2015, [Invited], [Lead]
Japanese, Introduction commerce magazine
「数学的に考える力」を育てる
二宮裕之
Number：527, First page：33, Last page：36, Dec. 2014, [Invited], [Lead]
Japanese, Introduction commerce magazine
子どもたちは何をどう学び合うべきか
二宮裕之
Number：522, First page：4, Last page：7, Jul. 2014, [Invited], [Lead]
Japanese, Introduction commerce magazine
量と測定－言語活動がもつ２つの役割に注目して－
二宮裕之
Number：518, First page：114, Last page：118, Mar. 2014, [Invited]
Japanese, Introduction commerce magazine
「振り返りやまとめをいかす」とは
二宮裕之
Volume：506, First page：4, Last page：7, Mar. 2013, [Invited], [Lead]
Japanese, Introduction commerce magazine
「数学的な表現」をいかす子どもを育てる
二宮裕之
Volume：500, First page：4, Last page：5, Sep. 2012, [Invited], [Lead]
Japanese, Introduction commerce magazine
教科書･教材のデジタル化に関する調査研究 外国調査報告書 アメリカ調査 算数･数学
二宮裕之
First page：24, Last page：32, Sep. 2011, [Lead]
Japanese, Technical report
学んだことを「生かす」ための素地づくり
二宮裕之
Number：488, First page：4, Last page：7, Sep. 2011, [Invited], [Lead]
Japanese, Introduction commerce magazine
指導と評価を一体化させた授業づくり－小学校算数
二宮裕之
Number：677, First page：171, Last page：174, May 2011, [Invited], [Lead]
Japanese, Introduction commerce magazine
「学習目的」を志向する評価
二宮裕之
Mar. 2011, [Invited], [Lead]
Japanese, Introduction commerce magazine
比例･反比例の活用（視力検査）
二宮裕之
Feb. 2011, [Invited], [Lead]
Japanese, Introduction commerce magazine
今，なぜレポート実践なのか
二宮裕之
Volume：638, First page：5, Nov. 2010, [Invited], [Lead]
Japanese, Introduction commerce magazine
算数的活動における「思考」と「表現」
二宮裕之
Volume：470, First page：112, Last page：114, Mar. 2010, [Invited], [Lead]
Japanese, Introduction commerce magazine
文字を利用して事象を表現する
二宮裕之
Volume：469, Feb. 2010, [Invited], [Lead]
Japanese, Introduction commerce magazine
Study on National Curriculum and Textbooks of Mathe- matics (Class I to V),
Hiro Ninomiya
National Academy for Primary Education, Bangladesh／Japan International Cooperation Agency(JICA), Nov. 2009, [Invited], [Lead]
English, Technical report
算数･数学の教科書 4.カナダ
二宮裕之
First page：101, Last page：112, Mar. 2009, [Lead]
Japanese, Technical report
基礎･基本の定着とスパイラル
二宮裕之
Number：3, First page：118, Last page：120, 2009, [Invited], [Lead]
Japanese, Introduction commerce magazine
活用する力を育てる算数指導
二宮裕之; 埼玉県算数数学教育研究会小学校部会編
算数教育研究協議会用テキスト, Volume：41, First page：9, Last page：31, Sep. 2008, [Invited], [Lead]
Japanese, Introduction research institution
考え，表現し，活用するための算数的活動
二宮裕之
Volume：451, Number：8, First page：4, Last page：7, Aug. 2008, [Invited], [Lead]
Japanese, Introduction commerce magazine
科学･技術を学ぶ意義
長谷川寿一; 辻敬一郎; 伊藤たかね; 亀田達也; 木畑洋一; 清水和巳; 隅田学; 利島保; 戸田山和久; 二宮裕之; 長谷川眞理子; 早川信夫; 廣野喜幸; 間田泰弘; 松沢哲郎; 松原宏; 松本三和夫; 山岸俊男; 山本眞鳥; 渡辺政隆
Mar. 2008
Japanese, Technical report
IV. アメリカ・ユタ州における「才能豊かな生徒に対する特別な方策」の事例(算数・数学教育:日本と世界の多様性,公開シンポジウム)
二宮 裕之
Volume：14, First page：202, Last page：202, 2008, [Lead]
Japanese
ISSN：1341-2620, CiNii Articles ID：110009498628, CiNii Books ID：AA11141495
教育評価の根本を問い直す
二宮裕之
新しい算数研究, Number：6, First page：34, Last page：35, 2008, [Invited], [Lead]
活用の、活用による、活用のための算数的活動
二宮裕之
Number：11, First page：1, 2008
考え、表現し、活用するための算数的活動
二宮裕之
新しい算数研究, Number：8, First page：4, Last page：7, 2008
教育評価を捉え直そう
二宮裕之
基幹学力の授業, Number：14, First page：32, Last page：33, 2008
活用の、活用による、活用のための算数的活動
二宮裕之
新しい算数研究, Number：11, First page：1, 2008
『学習のふり返り』による「学習活動と評価の一体化」に関する研究
二宮裕之; 長崎栄三; 熊野善介
Volume：平成17-18年度, 2007
離散数学の授業における生徒の学習活動の評価
二宮裕之
First page：190, Last page：202, 2007
授業ビデオを題材とした研修についての一考察 授業者自身による「ふり返り」について
二宮裕之
First page：5, 2007
Note-Taking and Metacognition in Learning Mathematics: An Analysis in Terms of Semiotic Chaining and Meta-Representation
二宮裕之
First page：13, 2007
記号論的連鎖3項モデルによる内省的記述表現の分析
二宮裕之
First page：11, 2007
記号論的連鎖2項モデルによる内省的記述表現の分析
二宮裕之
First page：11, 2007
記号論的連鎖3項モデルによる教授単元の分析
二宮裕之
First page：10, 2007
算数・数学教育におけるメタ評価に関する研究
二宮裕之
Volume：5 (18年度), First page：384, Last page：385, 2007
Country Report: Philippines
Milagros Ibe; Hiro Ninomiya; Levi Elipane
First page：51, Last page：64, 2007
『学習のふり返り』による「学習活動と評価の一体化」に関する研究
二宮裕之; 長崎栄三; 熊野善介
科学研究費補助金(基盤研究(C)研究成果報告書, Volume：平成17-18年度, 2007
離散数学の授業における生徒の学習活動の評価
二宮裕之
高等学校における離散数学を中心とした新たな教材の開発研究,日本学術振興会科学研究費補助金 基盤研究(B) 最終報告書(研究代表者 長崎栄三 国立教育政策研究所）, First page：190, Last page：202, 2007
授業ビデオを題材とした研修についての一考察 授業者自身による「ふり返り」について
二宮裕之
理数科教師が継続して主体的に授業を検討・改善するための国際連携研究 日本学術振興会科学研究費補助金 基盤研究(B) 最終報告書(研究代表者 熊野善介 静岡大学）, First page：5, 2007
記号論的連鎖3項モデルによる内省的記述表現の分析
二宮裕之
算数と数学の接続における2つの一般化に関する開発研究,平成16 18年度科学研究費補助金 特定領域研究 研究成果報告書(研究代表者 岩崎秀樹 広島大学教育学研究科）, First page：11, 2007
記号論的連鎖2項モデルによる内省的記述表現の分析
二宮裕之
算数と数学の接続における2つの一般化に関する開発研究,平成16 18年度科学研究費補助金 特定領域研究 研究成果報告書(研究代表者 岩崎秀樹 広島大学教育学研究科）, First page：11, 2007
記号論的連鎖3項モデルによる教授単元の分析
二宮裕之
算数と数学の接続における2つの一般化に関する開発研究,平成16 18年度科学研究費補助金 特定領域研究 研究成果報告書(研究代表者 岩崎秀樹 広島大学教育学研究科）, First page：10, 2007
算数・数学教育におけるメタ評価に関する研究
二宮裕之
総合研究機構研究プロジェクト研究成果報告書, Volume：5 (18年度), First page：384, Last page：385, 2007
Country Report: Philippines
Milagros D. Ibe; Hiroyuki Ninomiya; Levi Elipane
International Comparative Studies on Influence of Teacher's Views about Education on Mathematics Lessons at Primary Schools,平成16 18年度科学研究費補助金基盤研究(B)(2)研究成果報告書(研究代表者 馬場卓也 広島大学国際協力研究科）, First page：57, Last page：64, 2007
アメリカ･数学教育における科学技術リテラシー(数学的リテラシー)
二宮裕之; 重松敬一
First page：196, Last page：214, Mar. 2006, [Lead]
Japanese, Technical report
『数学的な考え方』から見た日本の数学教育の文化論：『数学的考え方』における思考と言語の関わり アメリカNCTMスタンダードからの示唆
二宮裕之
全国数学教育学会誌数学教育学研究, Volume：12, First page：251, 2006
Curriculum of C-in-Ed Program : Mathematics Education, PTI Science and Mathematics Curriculum and Evaluation (C-in-Ed) Report
Hiro Ninomiya
JICA Support Program for Strengthening Primary Teacher Training on Science and Mathematics under Component 2 of PEDPII, First page：14, Last page：20, May 2005, [Invited], [Lead]
Japanese, Technical report
才能豊かな児童･生徒を見いだすための標準化テスト
二宮裕之; 隅田学
First page：279, Last page：340, Mar. 2005, [Lead]
Japanese, Meeting report
学習の『深化(Enrichment)』を評価する方法の検討－米国におけるオーセンティック(真正な)評価の事例の考察－
二宮裕之
First page：251, Last page：277, Mar. 2005, [Lead]
Japanese, Meeting report
米国の理数教育における特別な必要性をもった児童生徒に対する方策に関する現状と課題
二宮裕之
First page：185, Last page：250, Mar. 2005, [Lead]
Japanese, Meeting report
米国の算数 数学教育における特別な必要性をもった児童生徒に対する方策に関する現状と課題
二宮裕之
First page：171, Last page：205, 2004, [Lead]
Japanese, Meeting report
CiNii Articles ID：10021350722
米国の理数教育における特別な必要性をもった児童生徒に対する方策に関する現状と課題
長洲南海男; 国宗進; 大谷実; 二宮裕之; 隅田学; 山田秀幸
First page：171, Last page：205, Mar. 2003
Japanese, Meeting report
数学教育における高校-大学の連携－ミネソタ大学･高校数学特別プログラム(UMTYMP)の事例－
二宮裕之
First page：227, Last page：235, Mar. 2003, [Lead]
Japanese, Meeting report
算数 数学教育における「ポートフォリオ」の活用事例
二宮裕之
Volume：369, First page：35, Last page：37, 2001
CiNii Articles ID：10011938051
算数 数学教育における数学的Writingに関する研究(4)-中学校2年生の事例を通して-
二宮裕之
1999
CiNii Articles ID：10004479596
10B-2 アメリカNSF学校数学カリキュラムにおけるWritingの活用
二宮 裕之
Volume：80, First page：125, Last page：125, 01 Aug. 1998
Japanese
CiNii Articles ID：110003773487, CiNii Books ID：AN10233589
数学教育における潜在的要因、及び潜在的授業力に関する研究
01 Apr. 2025 - 31 Mar. 2028
Grant amount(Total)：4680000, Direct funding：3600000, Indirect funding：1080000
Grant number：25K06664
中学校数学科教師の「内在する授業力」を顕在化させる授業改善モデルの開発
Apr. 2021 - Mar. 2025
Grant amount(Total)：4290000, Direct funding：3300000, Indirect funding：990000
Grant number：21K02537
次世代の日本型のSTEMリテラシーを育成する学習プログラムに関する総合的研究
Apr. 2021 - Mar. 2025
Grant amount(Total)：17290000, Direct funding：13300000, Indirect funding：3990000
Grant number：21H00919
Bidirectional Comparative Study on Cultural Aspects of Mathematics Education between Japan and the U.S.
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Apr. 2020 - Mar. 2023
Saitama University
Grant amount(Total)：4290000, Direct funding：3300000, Indirect funding：990000
Grant number：20K03247
Teachers' Influences on the Formations of Students' Values in Mathematics Education
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Apr. 2019 - Mar. 2022
University of Miyazaki
Grant amount(Total)：13780000, Direct funding：10600000, Indirect funding：3180000
Grant number：19H01737
A study on the ground design of teacher education for teachers and teacher educators in STEM subjects
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Apr. 2017 - Mar. 2021
Isozaki Tetsuo, Hiroshima University
Grant amount(Total)：16640000, Direct funding：12800000, Indirect funding：3840000
This research attempted to create the ground design for the systematic and comprehensive teacher education through theoretical and empirical research in order to educate STEM (science, technology, engineering and mathematics) teachers who can engage in continue professional development as a teaching profession. In this research, we considered what STEM is and what the nature of STEM-related subjects is, discussed about the ideal ways of teaching profession for a consistent teacher education system from undergraduate to graduate schools, and newly revised the textbook for the research purpose mentioned above. We also considered the role of lesson study for continuing professional development. Furthermore, we have discussed on how to develop teaching materials in pre-service teacher education, and developed the teaching materials for student teachers and teachers, primarily in science education field, referring to the collaboration with other STEM subjects.
Grant number：17H01980
A Study on the Implicit Views and Abilities of Mathematics Teaching by Japanese Teachers
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Apr. 2016 - Mar. 2019
NINOMIYA Hiroyuki; KUNIMUNE Susumu; PETERSON Blake; COREY Douglas; MELVILLE Matthew, Saitama University
Grant amount(Total)：4680000, Direct funding：3600000, Indirect funding：1080000
Japanese mathematics lessons are highly appreciated in the world; especially, Lesson Studies have been introduced in many countries and it has given fruitful information about Japanese lessons. However, because of the difference of culture, some Key Points are not easy to be understood, and some of them are implicit. In this study, we focused on the implicit factors of math lessons in Japan by both of viewpoints from external and internal.
We examine some examples of fundamental aspects of Japanese mathematics teaching which are, at least partially, hidden and implicit. Some of them are: the ability to evaluate a high-quality lesson, the ability to craft a Lesson Plan, “Kyozaikenkyu” or material research. Thinking about implicit abilities or aspects may help to make sense of these fundamental cultural aspects of Japanese mathematics education.
Grant number：16K01010
The Theoretical & Practical Research on the Development of Next Generation STEM Learning between Japan and the US
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Apr. 2016 - Mar. 2019
Kumano Yoshisuke; Oki Naotaka; Suzuki Hiroaki; Nagasu Namio; Murofushi Haruki; Kiyohara Yoichi, Shizuoka University
Grant amount(Total)：17290000, Direct funding：13300000, Indirect funding：3990000
In this study, our team of researchers has been focusing on the US educational STEM innovation for straggling towards 4.0 industry revolution. Especially, we have been visiting three major STEM education center within different states and tried to find out the characteristics of STEM education policies, STEM schools, and informal STEM education. At the same time we have been examining the possibilities to develop Japan Model STEM educational innovation. In this study not only using the US STEM learning materials, but also developing original Japanese STEM learning context and learning materials. Through these researches, we are realizing the importance of cooperative STEM learning innovation among international countries.
Grant number：16H03058
Research on New Vision for Subjects and Construction of Subjects-Based on Comparative study of STEM Education in U.S. and European Countries
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Apr. 2015 - Mar. 2018
NAGASU Namio; KITADA Noriko, University of Tsukuba
Grant amount(Total)：15860000, Direct funding：12200000, Indirect funding：3660000
We testified as hypothesis of dual model at STEM education in U.S.A. and compared with U.K. German and Netherlands. Results and discussions:1.Federal Laws and finances established America COMPETES 2014, STEM Education Act(2015.10)and Every Student Achieve Act(2015.12).2.Total amount of Public finances under these Federal Laws were 2 trillion and 7,159 billion \（１＄＝120\）. 3.STEM education are promoting formal ＆ informal education.4.In science education, NCSS as STEM education developed practices in many schools. 5.LPs as new paradigm construct teaching, learning and assessment based on Core Ideas which construct the contents based on learner’s thinking. This is the Paradigm shift.6.U.K.,German and Netherlands were different type STEM education compared by U.S. For example. In U.K.STEM education developed under National Curriculum and Private Funds. In German MINT developed each by Private Organizations. In Netherlands, math education developed future style of STEM Education.
Grant number：15H03493
Comprehensive Research on the Utilization and Development of Digital Textbooks for Each Teaching Subject Being Taught in Japan
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Apr. 2014 - Mar. 2017
Hiroshi Isero; GOTO Kenichi; FUKUMOTO Toru; IRIBE Akiko; Okuizumi Kaori; SATO Yukie; OSAWA Katsumi; IDA Yoshiyasu; TODA Yoshiharu; IIJIMA Yasuyuki; NISHIMURA Keiichi; NINOMIYA Hiroyuki; YAMASHITA Shuichi; OOTSUJI Hisashi; MATSUBARA Kenji; MAJIMA Kiyoko; YAMADA Yoshiaki; SATO Kenji; TAKAGI Sachiko; ANDO Akinobu; MATSUMOTO Kakunosuke; UEDA Seiji; ARAI Ikuo; NAGASAKI Eizo; HATOGAI Taro; KAWAI Hisashi; SAITO Tadahiko; FUJII Koki; TAKII Akira; AOKI Keiko; NISHIDA Mitsuaki; FUJIMURA Kazuo; HOSONO Jiro; MORI Satoshi; SUGIURA Yuki; MORISHITA Koji; IKEDA Katsumi; KANEKO Sumio; IKEDA Kazumasa; FUJIKAWA Hiroshi; KOMATSU Tsuyoshi; AOKI Satoshi; SATO Takashi; SONODA Yosuke; HIDAKA Harumichi; KURASAWA Naoki; ASO Masahiro, Japan Textbook Research Center
Grant amount(Total)：16770000, Direct funding：12900000, Indirect funding：3870000
This investigative study of digital textbooks encompasses empirical research based on visits to progressive schools in Japan and interviews of the people there, a questionnaire survey of Japanese textbook publishers, and interviews with people at administrative institutions and progressive schools in other countries. For all 10 subject areas in Japanese elementary and junior high schools, information was collected on the following topics,special measures taken or points requiring special attention; the educational effectiveness of digital textbooks; the fields in which digital textbooks proved most useful; the issues and areas requiring improvement; and the effect of digital textbooks on the use of paper-based textbooks. Finally, summaries were compiled on the future prospects for digital textbooks for both educators and learners, and the problems of copyright, taking into consideration the findings of a committee charged with reviewing digital textbooks and their place.
Grant number：26285184
Reflective Description of Japanese Mathematics Education
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (A), Apr. 2012 - Mar. 2017
UEDA ATSUMI, Hiroshima University
Grant amount(Total)：40560000, Direct funding：31200000, Indirect funding：9360000
We focused on the development of the infrastructure to disseminate Japanese mathematics education internationally in collaboration with JASME. We invited overseas researchers to hold a series of symposiums at JASME and examined the framework to describe mathematics education in Japan. As a result, we were able to extract the viewpoints of “curriculum”, “lesson”, “teacher training”, “values” as a framework describing Japanese mathematics education reflectively. Also, in order to disseminate Japanese mathematics education internationally, we prepared manuscripts based on the framework and translated them to publish in English.
Grant number：24243078
Comparative Lesson Study on Mathematics Education from the Viewpoint of Math for Excellence
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Apr. 2013 - Mar. 2016
NINOMIYA Hiroyuki; KUNIMUNE Susumu; SOMA Kazuhiko; PETERSON Blake; COREY Douglas, Saitama University
Grant amount(Total)：4940000, Direct funding：3800000, Indirect funding：1140000
The comparative Lesson Study between Japan and US was done, from the viewpoint of “Excellence”. Japanese and American Math Educators, as well as School Teachers have joined Lesson Study meetings, which are done both in Japan and America. A lot of discussion about the lessons, and previous lesson plan discussion were done. As a results, the implicit nature of Japanese math lessons, the Implicit Abilities of Teaching, are found as follows. First, we begin with the ability to evaluate a high-quality lesson. Many features of a lesson which Japanese and US researchers use to evaluate the quality of a lesson may be implicit and hidden. Second, we examine the ability to craft a Lesson Plan. Most Japanese teachers are able to craft a detailed Lesson Plan, but many very capable US teachers struggle to craft a detailed one. Third, we examine the definition and characterization of Kyozaikenkyu. It seems the concept of Kyozaikenkyu is unconsciously shared with Japanese teachers.
Grant number：25381169
Curriculum research and development on coherent relation between science and technology to develop disaster prevention, energy and risk assessment literacy.
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Apr. 2013 - Mar. 2016
YAMAZAKI Sadato; HITOMI Hisaki; NINOMIYA Hiroyuki; OHTANI Tadashi; ISOBE Masataka; OOMORI Yasumasa; ICHIMURA Takashi; KUWANO Hiroaki; NAKAMURA Hiroshi; MIZUNO Shonosuke; DOUZAKA Hidetaka; HIDA Kenji; SAMUKAWA Tatsuya; OZAKI Yusuke, Joetsu University of Education
Grant amount(Total)：4940000, Direct funding：3800000, Indirect funding：1140000
This study researched the curriculum research and development regarding “Science, Technology, Engineering, Arts and Mathematics (STEM)/(STEAM)” from the view of disaster prevention, energy and risk assessment literacy. The result are summarized as follows:
(1)This study proposed the coherent technology curriculum for 7th -9th grades referred to the current national curriculum standards to focus on inter cross-curricular among STEM/STEAM educational themes and intra cross-curricular among each technology objects. (2)This research reported the current practical studies and issues on STEM/STEAM links in the 76th ITEEA (International Technology and Engineering Educators Association) annual conference on March 27-29, 2014. (3)This study suggested the conceptual and coherent frameworks on the STEM/STEAM related to scientific and technological innovation and governance. This study also proposed stronger relation between STEM and general problem solving learning processes.
Grant number：25350240
Study about embodiment of the lesson of problem solving in mathematics
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), Apr. 2013 - Mar. 2016
SOMA KAZUHIKO; KUNIMUNE SUSUMU; NINOMIYA HIROYUKI, Hokkaido University of Education
Grant amount(Total)：4810000, Direct funding：3700000, Indirect funding：1110000
We made three study groups of teachers in Hokkaido, Shizuoka and Saitama, and made a great progress in our study, participating research meetings each other. Thanks to this opportunity, we concluded our ideas on our study theme, “What makes a ‘good’ math lesson?” as follows. A ‘good’ math lesson is:(1) A lesson where students proactively work on the problems and keep seeking the solutions.(2) A lesson whose goal for the students is appropriately set, and is achieved in the end. We also found that to satisfy these two requirements above, teachers surely need to: ① Clarify the goal of the lesson. ② Seek various ideas of setting the problems and introducing them to the students.③ Be creative on picking up each student’s unique ideas.
As a result of putting these three approaches into practice in “problem-solving based” math lessons, it was confirmed that in many cases both (1) and (2) can be achieved.
Grant number：25350183
International survey on formation of professional community and identity in mathematics and science education
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), Apr. 2012 - Mar. 2015
BABA TAKUYA; IKEDA Hideo; SHIMIZU Kinya; NINOMIYA Hiroyuki; KINONE Chikara; KOZUKA Eiji; UCHIDA Toyomi; ISHIHARA Shinichi; NAKAWA Nagisa; MATSUURA Taketo; TAKAHASHI Yoshi; MATSUBARA Kenji, Hiroshima University
Grant amount(Total)：17420000, Direct funding：13400000, Indirect funding：4020000
In the developing countries, curriculum and teacher education in mathematics and science education are under influence of the models brought in from the advanced countries. It is regarded as problematic for endogenous development of education in those developing countries. Professional knowledge and community should be established for resolution of this problem. In this research, we pay attention to lesson study and the knowledge which is produced through it. Through the field survey, formation and sharing of professional community and knowledge are observed and recorded. On the other hand, even in the country, which conducts the lesson study in the most organized and autonomous manner, knowledge formation is still on the way and that process is very fragile.
Grant number：24402048
A Comparative Study on Teacher Education for "Math for Excellence"
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 2010 - 2012
NINOMIYA Hiroyuki; IWASAKI Hideki; KUNIMUNE Susumu; SOMA Kazuhiko; SASAKI Tetsuro; BABA Takuya; OKAZAKI Masakazu, Saitama University
Grant amount(Total)：14430000, Direct funding：11100000, Indirect funding：3330000
1) Research and study in America
Attending to “Confratute 2011", which is organized by Neag Center for Gifted Education and Talent Development, University of Connecticut, mathematics teacher education for gifted and talented students was observed. The long-term field survey had beenconducted at Brigham Young University, Utah, and US Japan Mathematics TeachingSummit had been organized.
2) Research and study in Japan
The cases at Misato city in Saitama, and Kokubunji city in Tokyo had been examined.
3) The Workshop with invited researcher from overseas
Prof. Peter Sullivan from Monash University, Australia, was invited for our international workshop, and he made key note lecture both in Hiroshima and Tokyo, aswell as exchanging the ideas of the lesson for “Math for Excellence" through the observation about math lessons in Japan.
Grant number：22300268
Developmental Studies of Mathematical and Scientific Literacy in the Developing Countries - Focusing on Social Context
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 2008 - 2010
BABA TAKUYA; IKEDA Hideo; SHIMIZU Kinya; NINOMIYA Hiroyuki; KUWAYAMA Hisashi; ISODA Masami; OOKUBO Kazuyoshi; KISHIMOTO Tadayuki; SAITOH Kazuhiko; SAWAMURA Nobuhide; MARUYAMA Hideki; YAMADA Shoko; KITAMURA Yuto, Hiroshima University
Grant amount(Total)：16380000, Direct funding：12600000, Indirect funding：3780000
This research is a comparative research in the field of educational development. It aims at description and analysis of interaction between the mathematics and science literacy which children acquire in school and social context surrounding school. In this research we paid attention to language and examination based on the result of the previous research. As a result, it pointed out that different societies and times made a tremendous impact on the examination system (Examination system as a node of education and society). In Nov 2010, we held an international workshop to discuss the output of research and invited also Prof. Allan White to talk on mathematics education and language. The result of the research is compiled as a report and it is made public on our web-site.
Grant number：20402066
Lesson Study for Developing Teacher Education Materials
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 2008 - 2010
ISODA Masami; OHTANI Minoru; NINOMIYA Hiroyuki; MIZOGUCHI Tatsuya; KISHIMOTO Tadayuki; OHARA Yutaka; SANUKI Masaru, University of Tsukuba
Grant amount(Total)：18460000, Direct funding：14200000, Indirect funding：4260000
This study aimed to develop teacher education materials through lesson study activities. The products of this study are used by following countries' national or regional project : NSW, Australia, Khon Kaen University, Thailand., RECSAM, Malaysia., Qitep in Mathematics, Indonesia., and so on. This study lead international movement. Related researchers are invited various international conference as for keynote speakers. and this study established the Lesson Study book series from the World Scientific Publishers.
Grant number：20330178
Comprehensive Study on Literacy in Mathematics Education through Systemic Approach
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 2008 - 2010
NAGASAKI Eizo; SENUMA Hanako; NAGAO Atsushi; IWASAKI Hideki; OHTA Shinya; OHTANI Minoru; KUNIMUNE Susumu; KUNIMOTO Keiyuu; SHIGEMATSU Keiichi; SHIMIZU Yoshinori; SOUMA Kazuhiko; NINOMIYA Hiroyuki; HINO Keiko; YAMAGUCHI Takeshi, National Institute for Educational Policy Research
Grant amount(Total)：18460000, Direct funding：14200000, Indirect funding：4260000
This paper discusses mathematical literacy, namely, its research trends and characteristics, theoretical positioning, structural elements, individual's aspects, curriculum, teacher, and retention and development in society. In the discussion, three important viewpoints : 1) thinking about learning as a lifelong activity, 2) preparation for future endeavors and enjoyment of learning, and 3) integration of academic cultures. were shown. And mathematical literacy would be key for reconsideration of secondary high school in Japan was pointed out.
Grant number：20300262
A Study on the Relationships between Students' Representation and Reading Skills and Achievement and Attitudes in Mathematics
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 2007 - 2010
SENUMA Hanako; NAGASAKI Eizo; NAGAO Atsushi; NAGATA JunーIchiro; GINSHIMA Fumi; TAKASU Ryohei; KASAI KenーIchi; NISHIMURA Keiichi, National Institute for Educational Policy Research
Grant amount(Total)：18200000, Direct funding：14000000, Indirect funding：4200000
Improving Japanese students' representation skill and their reading skill should be done based on the results of IEA's TIMSS and OECD PISA Studies. Then, around 8800 Japanese students' answers shown in the mathematics test booklets were organized item by item and their data were putted into the text format. Based on these actual data, characteristics of students' representation and reading skills in mathematics were analyzed. In addition, methods of secondary data analysis of international databases were discussed and the differences between Japan and other countries and the backgrounds and methods of improvement were pointed out.
Grant number：19300268
Theoretical study of integrated curricula designed to develop competency as a PISA-type achievement
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 2007 - 2009
KOBAYASHI Tatsushi; ISOZAKI Tetsuo; TANZAWA Testsuro; YAMAZAKI Sadato; OHTANI Tadashi; MORIYAMA Jun; KUNIMUNE Susumu; HINO Keiko; NINOMIYA Hiroyuki, Joetsu University of Education
Grant amount(Total)：14300000, Direct funding：11000000, Indirect funding：3300000
Grant number：19330199
Developmental Research for Construction of Mathematical Literacy in Life Long Learning Society
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 2006 - 2009
IWASAKI Hideki; UEDA Atumi; BABA Takuya; OKAZAKI Masakazu; NINOMIYA Hiroyuki; YAMAGUCHI Takeshi; GINNSHIMA Fumi; ABE Yoshitaka; SHINNO Yusuke, Hiroshima University
Grant amount(Total)：9300000, Direct funding：7500000, Indirect funding：1800000
Our group of scientific study compiled a part of 22 published papers, 17 oral presentations, and 5 lectures conducted by eminent researchers of mathematics education coming from the United States as the final report of the research. Every year the group invited the internationally renowned professors as a guest speaker to deliver a keynote speech on the theme, mathematical literacy. In each paper and presentation, the authors discussed on a literacy, which is unique to mathematics education, basic concepts for formation of mathematical literacy, and principles and methods to grow mathematical literacy.
Grant number：18330192
A Study on the "Integration of Learning and Assessment"in Terms of "Reviewing and Summarizing"
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), 2005 - 2006
NINOMIYA Hiroyuki; NAGASAKI Eizo; KUMANO Yoshisuke
Grant amount(Total)：3500000, Direct funding：3500000
An alternative framework for the new perspective of "Assessment/Evaluation" (Hyoka) was examined in this study. First of all, two terms, "Assessment" and "Evaluation", which should be the English translation from Japanese word "Hyoka", were examined, and the difference of these terms was pointed our. As the result in these characteristics, the more importance and expediency in "Assessment" was found, and one of the examples which has both characteristics, "the report type assessment" was examined. Moreover, two aspects, "as for the assessment" and "as for the learning activity" was found from some comments in the case of self-assessment by students.
On the other hand, based on the results of the research in "Meta Assessment", four aspects within Hyoka, "Purpose" "Content" "Method" and "Assessment", was examined. "For what purpose we need to assess?", "What we need to assess?", "Who, when, and how we need to assess", and "How the assessment had been done?" were examined, and the following was found ; these are the aspects of assessment, and at the same time, these are the criteria for "Meta Assessment", which is the assessment about the assessment.
Moreover, the reflexive nature of reviewing and summarizing was pointed out, and the new concept of "Integration of Learning and Assessment" was presented. Because the re-assessed assessment(=learning activity) is same to the objective result of their learning, the new understanding for the learning outcomes was presented as follows ; "The real outcomes of the students' learning is not the result of the knowledge and skills, which are acquired by students, but the situation as students realize that they acquire these knowledge and skills."
Grant number：17500593
算数と数学の接続における2つの一般化に関する開発研究
2005 - 2006
Grant amount(Total)：7400000, Direct funding：7400000
Grant number：17011049
International Comparative Studies on Influence of Teachers' Views about Education on Mathematics Lessons at Primary Schools in Southeast and South Asia
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 2004 - 2006
BABA Takuya; IWASAKI Hideki; ISODA Masami; NINOMIYA Hiroyuki, Hiroshima University
Grant amount(Total)：5800000, Direct funding：5800000
1. Research Framework
This research targeted at primary mathematics teacher and lesson, which are called implemented curriculum, in the developing countries. Research process and results are shared through the mailing list among the members including international researchers so that this research was able to come up with its ideal of endogenous development of mathematics education.
2. Development of Research Tools
The group developed two research tools, lesson observation checklists and interview items. The aim was to grasp primary teacher's views on mathematics education and children.
3. Implementation of Field Visits
Including two African countries besides the countries in the research title, the group made a field research in 6 countries such as China, Philippines, Thailand, Bangladesh, Ghana, and Zambia.
4. Research Findings and Future Plan
Based on 1, 2, and 3, the draft final report was prepared in June, 2006 and the findings were made public during the international symposium (held in January 2007, approximately 90 participants) co-hosted with CRICED, University of Tsukuba. Currently Japanese government is seriously engaged in international cooperation in the field of mathematics and science education. This research has provided basic information for it and opened possibilities of research cooperation with the key word of endogenousness. Research findings through comparison of teacher's beliefs and lesson were made in relation to teacher related contexts (curriculum, working conditions, etc.), teacher and teaching (teaching experience, mathematics related beliefs etc.), medium of instruction (daily language and medium of instruction, cultural appropriateness etc.) and research methods.
Grant number：16402045
International collaborative research on subjective and continuous improvement of lessons among science and mathematics teachers -Collaborative research among Japan, Canada, the US and Indonesia using e-learning system-
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (B), 2004 - 2006
KUMANO Yoshisuke; KUNIMUNE Susumu; NINOMIYA Hiroyuki; KARAKI Kiyoshi; KAYANO Takahiro, Shizuoka University
Grant amount(Total)：14100000, Direct funding：14100000
Science and math teachers in Japan have extremely busy schedules, making it difficult for them to participate in training workshops. In addition, funding and time off for attending such training seminars is becoming harder to obtain. While this is the current reality, simultaneously great advances are being made in the fields of IT and the digitalization of educational materials due to the support of a national project. However, very little e-learning based materials especially for math and science teachers exist at the present time, and it is our hope that a web-based system will be available for the next generation of math and science teachers to raise the quality of classroom instruction. This project outcome presents the results of our pilot project done under the above mentioned conditions. The results show that while there is a lot of potential in this field, much of that potential remains untapped and there are several problems that must be addressed.
For the first year of our project, 2004, we have investigated many e-learning software and we selected to use the "FirstClass". It takes two years to develop e-learning contents for the science teachers however, we have more than ten times face-to-face conference with about 27 members who were from all area in Shizuoka. Using constructivist learning model, we are thinking to develop interesting learning community using FirstClass. For the three years, more and more researchers in science education in North America who are using e-learning system are moving toward to higher quality software and less expensive such as "Moodle". Most of the articles and papers in North America have similar results were reported that "high quality learning is only processed when the learner is reflecting and feeling that he or she is actively committing the learning.
Grant number：16300251
算数を数学に接続する一般化に基づく教授単元の計画・実施・評価に関する開発研究
2003 - 2004
Grant amount(Total)：4800000, Direct funding：4800000
Grant number：15020241
Development of Curriculum on Mathematical Communication Using Information Technology
Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), 2001 - 2003
NARITA Masahiro; OTA Kunio; NAKAMURA Takashi; YOSHIKAWA Yukio; TAKAHASHI Jun; NINOMIYA Hiroyuki, University of Yamanashi
Grant amount(Total)：3900000, Direct funding：3900000
The aim of our research project is to develop and evaluate curriculum for junior high school students for fostering skills and attitudes of mathematical writing using information and communication technology. In order to accomplish the aim, we discussed about the meanings and significance of writing about mathematics, and considered about characteristics of the activities of mathematical writing. Next, we reviewed articles on practices and curriculum of similar activities in the subject science and extracted good points. We prepared web bulletin board for the subject mathematics that make use of the discovered good points extracted from reviewed practices. We developed curriculum in which students explore about figures, patterns and design, reflect on their own activities, and write about their own findings, consideration, and impressions. In this curriculum, students use the function of 'auto-shape' in spread sheet software so that they can easily make patterns using repeated same figures. We observed a year-long lesson at a public junior high school using this curriculum and web bulletin board. Two undergraduate students a junior high school teacher outside the school have commented the students' writing. We have observed some important lessons, recorded video tapes, and analyzed written descriptions of students, recorded video tapes, and questionnaires. Finally, we combined various data, investigated and concluded that the aim of the curriculum and the bulletin board system had significant effects on skills and attitudes.
Grant number：13680231
