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（3） ―単元「関数 <i>y</i> = <i>ax</i>²」 における宮崎県教師Ａの生徒の振り返りシートと質問紙調査の記述分析―

<p>　　This study is conducted to identify the characteristics of the processes of student valuing development and the influences of teacher valuing in mathematics education in Japan as a part of International Comparative Study “The Third Wave”.</p><p>　　Thus, the purpose of this paper is to clarify the characteristics on the the development of students’ valuing by analyzing the descriptions on the reflection sheets and the questionnaire “What I Find Important (in mathematics learning) too (WIFItoo)” in the lesson practice of the unit “Function y=ax²” implemented by mathematics teacher “A” for her students in Miyazaki Prefecture.</p><p>　　As a result, we were able to derive the following “Instantial Valuing” that are formed instantaneously by learning in each lesson: the sub-dimension Process concerning the mathematical learning process, the subdimension Application in problem-solving situations, and the sub-dimension Facts/Truths concerning the relationship between the mathematical world and the real world.  In addition, we were able to derive the subdimension Comfort related to environmental factors in learning mathematics and the sub-dimension Exposition related to independence in learning mathematics as “Relatively Stable Valuing” that are formed through mathematics learning experienced over a long period of time.  It was also confirmed that the former tended to be expressed in the descriptions on the reflection sheets, and the latter in the descriptions in the questionnaire.</p><p>　　As for the influence of the teacher on the formation of students’ valuing, we found that the teacher’s comments in mathematics lesson had a strong influence on the formation of “Instantial Valuing” such as Process, Application, and Facts/Truths, while the teacher’s comments had little influence on the formation of “Relatively Stable Valuing” such as Comfort and Exposition.  On the other hand, the possibility that the teacher’s comments have little influence on the formation of “Relatively Stable Valuing” such as Comfort and Exposition was derived through comparison between the descriptions on the reflection sheets and the lesson records.</p>