Ideas and Actual Teaching Practices of Science Teachers Teaching Mathematics at Tokyo Metropolitan Upper Secondary Schools

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  • TAGAWA Kenta
    Graduate School of Education, Joetsu University of Education Tokyo Metropolitan Takashima Upper Secondary School
  • NISHIYAMA Yasuko
    Joetsu University of Education

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  • 東京都立高等学校の理科教師による数学的内容の指導とその意識 : 測定値の取扱いに関する指導を中心に
  • トウキョウ トリツ コウトウ ガッコウ ノ リカ キョウシ ニ ヨル スウガクテキ ナイヨウ ノ シドウ ト ソノ イシキ ソクテイチ ノ トリアツカイ ニ カンスル シドウ オ チュウシン ニ

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Abstract

<p>In the science class, there are many cases in which mathematical knowledge is necessary. We used a questionnaire to discover whether science teachers working at Tokyo Metropolitan High Schools teach mathematical content in science classes and whether they think that teaching mathematical concepts is necessary. The following things became clear: (1) Nearly half of science teachers teach significant figures, exponents, and means in science classes. (2) Over 70% of science teachers think that significant figures and errors should be taught in science classes, and about half of them think that means, exponents, vectors, and logarithms should be taught in science classes. (3) At schools where more than 60% of students want to go to four year universities, science teachers are less likely to teach means. (4) There is a tendency for errors and exponents to be taught in physics and chemistry classes, logarithms in chemistry classes, and vectors in physics classes. (5) Teachers who teach significant figures also teach errors and exponents as well. Teachers who teach errors also teach significant figures and means, but do not teach probabilities, standard deviations, normal distributions, or scatter charts.</p>

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