The Influences of Teacher Valuing on the Development of Student Valuing  in Mathematics Education (1)  : Data Analysis of Questionnaire Survey in Miyazaki Prefecture Using the  Questionnaire “<i>WIFItoo</i>”  Developed by International Comparative Study “The Third Wave”

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  • 数学教育における生徒の価値観形成に及ぼす教師の影響に関する研究（1） ―国際比較調査「第三の波」質問紙<i>WIFItoo</i>を用いた宮崎県データ分析―
  • 数学教育における生徒の価値観形成に及ぼす教師の影響に関する研究(1)国際比較調査「第三の波」質問紙WIFItooを用いた宮崎県データ分析
  • スウガク キョウイク ニ オケル セイト ノ カチカン ケイセイ ニ オヨボス キョウシ ノ エイキョウ ニ カンスル ケンキュウ(1)コクサイ ヒカク チョウサ 「 ダイサン ノ ナミ 」 シツモンシ WIFItoo オ モチイタ ミヤザキケン データ ブンセキ

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Abstract

<p>　　The purpose of this study is to identify the characteristics of the processes of student valuing development and the influences of their teacher valuing on the students’ value formations in mathematics education in Japan. This study is conducted as a part of International Comparative Study “The Third Wave”. </p><p>　　This paper shows the data analysis of questionnaire survey in Miyazaki prefecture using the questionnaire “What I Find Important (in mathematics learning) too” (WIFItoo) developed by “The Third Wave”.  The survey was conducted for 3 junior high school mathematics teachers and their students in Miyazaki prefecture.</p><p>　　Through the data analysis using the dimension “Mathematics educational values” in the conceptual framework “Values in mathematics education” developed by “The Third Wave”, the followings were found as common characteristics among the cases of the 3 teachers and their students: the sub-dimension Exposition in the dimension “Mathematics educational values” was shared by both teachers and students; and the sub-dimensions Ability, Hardship, Facts/Truths, Ideas/Practice and Creating were not shared by both teachers and students.  In addition, the following patterns were found as possible processes of student valuing development: 1) teacher has a valuing, students recognize that the teacher has the valuing, then the students also have the valuing; 2) teacher has a valuing, students do not recognize that the teacher has the valuing, but the students have the valuing; 3) teacher has a valuing, students do not recognize that the teacher has the valuing, then the students do not have the valuing; 4) teacher does not have a valuing, but students recognize that the teacher has the valuing, then the students have the valuing; 5) teacher does not have a valuing, but students recognize tha teacher has the valuing, however, the students do not have the valuing; and 6) teacher does not have a valuing, students do not recognize that the teacher has the valuing, then the students also do not have the valuing.</p>

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