Updated on 2024/03/27

写真a

 
ISHIBASHI Ippo
 
Organization
Faculty of Education Lecturer
Position
Lecturer
External link

Degree

  • 博士(教育学) ( 2020.3   広島大学 )

  • 修士(教育学) ( 2017.3   広島大学 )

  • 学士(総合科学) ( 2015.3   広島大学 )

Research Interests

  • 統計教育

  • 確率教育

  • 数学教育

  • 社会批判的モデリング

  • 教科等横断

  • 批判的思考

  • ICT

  • 数学の生涯学習

  • 文章題

Research Areas

  • Humanities & Social Sciences / Science education

  • Humanities & Social Sciences / Education on school subjects and primary/secondary education

Education

  • Hiroshima University   大学院教育学研究科   教育学習科学専攻

    2017.4 - 2020.3

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    Notes: 博士課程後期

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  • Hiroshima University   大学院教育学研究科   教科教育学専攻

    2015.4 - 2017.3

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    Notes: 博士課程前期

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  • Hiroshima University   総合科学部   総合科学科

    2011.4 - 2015.3

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Research History

  • 日本体育大学大学院教育学研究科   非常勤講師

    2023.4

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  • Okayama University   Lecturer

    2022.4

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  • 鳥取大学工学部   非常勤講師

    2021.4

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  • Okayama University   Assistant Professor

    2021.4 - 2022.3

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  • Okayama University   Graduate School of Education   Assistant Professor

    2020.4 - 2021.3

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  • 広島大学附属福山中・高等学校 非常勤講師

    2019.4 - 2020.3

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  • 日本学術振興会 特別研究員 (DC2)

    2018.4 - 2020.3

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  • 広島大学附属福山中・高等学校 教諭

    2017.4 - 2018.3

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Professional Memberships

  • 日本科学教育学会

    2018.7

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  • The International Group for the Psychology of Mathematics Education

    2017.4

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  • 日本教科教育学会

    2016.4

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  • 全国数学教育学会

    2015.4

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  • 日本数学教育学会

    2015.4

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Committee Memberships

  • 文部科学省   高等学校数学指導資料作成委員  

    2024.3   

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    Committee type:Government

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  • 日本科学教育学会   科学教育研究:特集編集部会委員 特集名:「データサイエンスと科学教育」  

    2024.3   

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    Committee type:Academic society

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  • 国立教育政策研究所   プロジェクト研究「新たな学びの実現に向けた教育課程の在り方に関する研究」探究班  

    2023.6   

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    Committee type:Government

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  • 全国数学教育学会   研究推進委員会委員  

    2023.4   

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    Committee type:Academic society

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  • 日本科学教育学会   科学教育研究:特集編集部会委員 特集名:「次世代を担う若手研究者の科学教育研究」  

    2023.3 - 2023.12   

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    Committee type:Academic society

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  • 日本科学教育学会   中国支部役員・岡山県幹事  

    2022.6   

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    Committee type:Academic society

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  • 日本数学教育学会   岡山県代議員  

    2022.4 - 2023.3   

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    Committee type:Academic society

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  • 日本科学教育学会   年会企画委員  

    2021.10   

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  •   全国数学教育学会 幹事  

    2017.4 - 2020.3   

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Papers

  • 教職大学院教科教育領域における教育実践力の向上と実践研究の推進との架橋:学部新卒院生によるリフレクションを促す場の構想 Reviewed

    池田 匡史, 石橋 一昴, 詫間 千晴, 服部 裕一郎, 岡崎 正和, 宮本 浩治, 山田 秀和, 川崎 弘作

    日本教育大学協会研究年報   42   141 - 152   2024.3

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  • 数学の生涯学習研究における文脈の語用論的混合 Reviewed

    上ヶ谷 友佑, 石川 雅章, 石橋 一昴, 迫田 彩, 青木 孝子, 渡辺 信

    全国数学教育学会誌 数学教育学研究   30 ( 1 )   2024

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  • 社会批判的オープンエンドな問題に対する中学生の数学的思考の様相についての仮説構築:Quadratic Votingを教材として Reviewed

    服部 裕一郎, 上ヶ谷 友佑, 松原 和樹, 石橋 一昴

    日本数学教育学会誌 数学教育学論究   2024

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  • ICTと共にある数学の学習活動の特徴 Reviewed

    影山 和也, 増永 雄大, 石橋 一昴

    全国数学教育学会誌 数学教育学研究   29 ( 2 )   1 - 14   2023.12

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  • 社会批判的オープンエンドな問題に対する中学生の数学的思考の様相:Quadratic Votingを教材として Reviewed

    服部 裕一郎, 上ヶ谷 友佑, 松原 和樹, 石橋 一昴

    日本数学教育学会 秋期研究大会発表集録   56   9 - 16   2023.11

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  • A Study on the Process of Conceptualization of Expectation: From the Viewpoint of Negation Theory Reviewed

    ISHIBASHI Ippo

    Journal of Science Education in Japan   47 ( 3 )   281 - 289   2023.10

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Society for Science Education  

    Expectation is one of the most important concepts in learning probability. The purpose of this paper is to construct a process of conceptualization of expectation. The theoretical framework is a process of conceptualization based on negation theory. As a result, the process of conceptualization of expectation is developed as follows: [1] to recognize that the simple average may produce an average that is insufficient to be considered balanced; [2] to reconsider as expectation a model that does not assume that the certainty of each value is equal; [3] the simple average is, for example, “a model that does not consider the difference in certainty of each value” and “cannot be applied to situations where the certainty of each value is different”; [4] to recognize that the expectation may not allow selection taking into account variables (e.g., the amount of money won). In addition, we analyzed five Japanese high school mathematics A textbooks from the viewpoint of the process of forming the process of conceptualization of expectation that we constructed. We derived four issues in teaching expectation and proposed problems and activities to overcome them.

    DOI: 10.14935/jssej.47.281

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  • 日本の中高数学科教科書における確率的リテラシーと確率的思考の育成の実態 Reviewed

    石橋 一昴

    中研紀要教科書フォーラム   ( 24 )   2 - 19   2023.10

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  • 高等学校数学A「条件付き確率」の導入場面の教材と授業 Reviewed

    石橋 一昴

    全国数学教育学会誌 数学教育学研究   29 ( 1 )   69 - 83   2023.9

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  • 数学の生涯学習における「教師」概念の反省と「尊重し合う学び」概念の導入 Reviewed

    上ヶ谷友佑, 渡辺信, 垣花京子, 青木孝子, 迫田彩, 石橋一昴

    全国数学教育学会誌 数学教育学研究   28 ( 2 )   1 - 11   2023.3

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  • Critical Study of the Rubric for Student Responses to Two-Way Table Problems: Based on a Survey of University Students Reviewed

    ISHIBASHI Ippo, SHIOZAWA Yuki

    Journal of Science Education in Japan   46 ( 4 )   299 - 311   2022.12

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Society for Science Education  

    The teaching of two-way tables is becoming more and more important in Japanese school mathematics. In considering the teaching of two-way tables, the rubric for student responses to two-way table problems proposed in one previous study is suggestive. However, no study has examined a revision of the rubric as far as we know. Considering that developing a rubric with validity and reliability requires a lot of effort and time, we believe it necessary to study the rubric critically. That is the purpose of this paper. The methods are semi-structured interviews with university students and analysis of discussions of pairs of university students. As a result, [1] Students’ responses based on the size of the diagonal cell ratio are not taken into account in the rubric; [2] Students’ making sense is not properly categorized because the expressions indicating the object of investigation in the question text and the numerical values in the two-way table affect the students’ answers; [3] Being able to read properly in either row or column orientation does not imply being able to read properly in both row and column orientation.

    DOI: 10.14935/jssej.46.299

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  • A Study on a Lesson of Experimental Probability in Grade 7 Mathematics in Japan: Focusing on the Relationship between the Number of Trials and the Variation of Relative Frequency Reviewed

    ISHIBASHI Ippo, NISHI Soichiro

    Journal of Science Education in Japan   46 ( 4 )   371 - 383   2022.12

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Society for Science Education  

    In school mathematics, it is considered important to learn that the variation of relative frequency of an event is large when the number of trials is small, but that the variation decreases as the number of trials increases (the relationship between the number of trials and the variation of relative frequency), in order to understand the meaning of experimental probability. However, this is not considered very important in current Japanese school mathematics. Therefore, the purpose of this paper is to design a lesson and to examine whether or not the lesson produced learning of the relationship between the number of trials and the variation of relative frequencies of trials. A task was designed based on the hospital problem, and the lesson was designed to achieve learning in the sense of the Theory of Didactic Situations. It was hypothesized that learning of the relationship between the number of trials and the variation of relative frequencies in the sense of the Theory of Didactic Situations would occur through the designed lessons. As a result, we were able to confirm the students’ learning from their utterances and worksheet descriptions during the lesson.

    DOI: 10.14935/jssej.46.371

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  • 学校数学の確率における根元事象に関する暗黙的な仮定 Reviewed

    石橋 一昴

    全国数学教育学会誌 数学教育学研究   28 ( 1 )   41 - 50   2022.9

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  • Analyzing experimental and theoretical probabilities in Japanese 7th and 8th grade textbooks Reviewed

    Ippo Ishibashi

    International Electronic Journal of Mathematics Education   17 ( 3 )   em0690 - em0690   2022.8

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    Authorship:Lead author   Publishing type:Research paper (scientific journal)   Publisher:Modestum Publishing Ltd  

    DOI: 10.29333/iejme/12061

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  • 観点別学習状況の総括的評価を機械的計算に依拠することの問題点 Reviewed

    上ヶ谷 友佑, 服部 裕一郎, 石橋 一昴

    日本科学教育学会誌 科学教育研究   46 ( 2 )   221 - 223   2022.7

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    Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:一般社団法人 日本科学教育学会  

    DOI: 10.14935/jssej.46.221

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  • 数学の誤用を批判的に認識する数学教育の必要性 Reviewed

    石橋 一昴, 服部 裕一郎, 上ヶ谷 友佑

    日本科学教育学会誌 科学教育研究   46 ( 2 )   224 - 226   2022.7

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:一般社団法人 日本科学教育学会  

    DOI: 10.14935/jssej.46.224

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  • 高等学校数学科における確率や条件付き確率の導入教材としてのモンティ・ホール問題 Reviewed

    石橋 一昴

    日本教科教育学会誌   45 ( 1 )   1 - 10   2022.6

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  • Cultural relevance of validation during mathematical modeling and word problem-solving: Reconceptualizing validation as an integration of possible fictional worlds Reviewed

    Ippo Ishibashi, Yusuke Uegatani

    The Journal of Mathematical Behavior   66   100934 - 100934   2022.6

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    Authorship:Lead author   Publishing type:Research paper (scientific journal)   Publisher:Elsevier BV  

    DOI: 10.1016/j.jmathb.2022.100934

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  • A Condition for Teaching Materials to Develop Students’ Multifaceted View of Probability: From the Perspective of Modeling Reviewed

    ISHIBASHI Ippo

    Journal of Science Education in Japan   46 ( 1 )   104 - 112   2022.4

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Society for Science Education  

    DOI: 10.14935/jssej.46.104

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  • A Study on Cross-Curricular Learning to Develop Critical Thinking:: Through Difference between “0” (Rei) and “0” (Zero) Reviewed

    ISHIBASHI Ippo

    The Bulletin of Japanese Curriculum Research and Development   44 ( 2 )   51 - 66   2021.9

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Curriculum Research and Development Association  

    Although critical thinking cannot be developed only in a specific subject or a specific unit, there have been few studies on developing critical thinking through cross-curricular learning. Therefore, this paper aims to develop learning activities to realize cross-curricular learning for the development of critical thinking. As a result, we developed a teaching material, “The difference between “0” (Rei) and “0” (Zero),” and developed learning activities using it. The developed learning activities were to be implemented in four hours of classes, mainly in Japanese language, home economics, and English, and cross-curricular learning activities were set up. We also set up all the specific learning activities for fostering critical thinking, such as critical reading, discussion, report writing, and group activities, which have been proposed in previous studies. From the above, we developed cross-curricular learning activities that are expected to foster critical thinking through the teaching material “The difference between “0” (Rei) and “0” (Zero).”

    DOI: 10.18993/jcrdajp.44.2_51

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  • Japanese use of probabilistic language about diagnosis tests for COVID-19: an analysis of Twitter data Reviewed

    UEGATANI Yusuke, ISHIBASHI Ippo, HATTORI Yuichiro

    Philosophy of Mathematics Education Journal   ( 37 )   1 - 37   2021.8

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  • 否定論の視点から見た条件付き確率の概念形成過程 Reviewed

    石橋 一昴

    日本数学教育学会誌 数学教育学論究   102 ( 116 )   3 - 16   2021.8

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:公益社団法人 日本数学教育学会(旧 社団法人 日本数学教育会)  

    DOI: 10.32296/jjsme.102.r116_3

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  • Development of Principles for Teaching "Equally Likely" in Probability Education: Based on The Recognition of Probabilities Applying to Our Information about Events Reviewed

    ISHIBASHI Ippo

    Journal of Science Education in Japan   45 ( 2 )   246 - 255   2021.7

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Society for Science Education  

    <p>Probabilities apply not to events in the real world we are familiar with, but to our information about that world at any given moment in time. But students understand "equally likely" to be based not on the recognition that probabilities apply to our information about events, but the recognition that probabilities do not apply to events in the real world we are familiar with. The purpose of this study is to develop principles for teaching "equally likely" based on the recognition of probabilities applying to our information about events in probability education. As a result, we developed principles for teaching "equally likely", which consist of the following levels:</p><p>1. We introduce "equally likely" based on a large number of independent identical trials of a random experiment in the physical world.</p><p>2. We expand probability mathematically, and teach conditional probability.</p><p>3. We make students understand that:</p><p>• Probabilities apply not to events in the real world we are familiar with, but to our information about that world at any given moment in time.</p><p>• "Equally likely" is an assumption in a hypothetical world based on the principle of insufficient reason.</p><p>through problems about Bayesian updating.</p>

    DOI: 10.14935/jssej.45.246

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  • Impact of different problem contexts on students’ task performance in the hospital problem Reviewed

    ISHIBASHI Ippo, NISHI Soichiro

    Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education   3   48 - 55   2021.7

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  • A Study on Developing a High School Probability Lesson to Foster Ability of Probabilistic Reasoning through Experiment and Theory: Focused on the Difficulty of "Effect of sample size" Reviewed

    ISHIBASHI Ippo

    Journal of Science Education in Japan   45 ( 1 )   76 - 84   2021.4

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Society for Science Education  

    <p>Today's society is becoming increasingly complex. To effectively function and develop in this society, all citizens need to overcome misconceptions about probability, and foster an ability of probabilistic reasoning instead. According to previous research, both theory and experiment are essential for the development of such reasoning. Japanese high school probability lessons, however, do not place great importance on the link between theory and experiment. Consequently, the more Japanese high school students study probability, the more they fail to accept probabilistic reasoning. To address the aforementioned issue, this paper aims to develop a high school probability lesson that will encourage development of the ability of probabilistic reasoning. The teaching material used will be the problem of "Effect of sample size". To answer the research question, students need to think probabilistically and use the concept of repeated trials, which is a part of the high school probability curriculum. For the interplay between theory and experiment, we used TinkerPlots Software to visualize the process of data generation. As a result, we developed a lesson and showed that it is effective for the development of the ability of probabilistic reasoning.</p>

    DOI: 10.14935/jssej.45.76

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  • モデル化の視点からみた中学生の確率の意味理解に関する考察 Reviewed

    石橋 一昴

    全国数学教育学会誌 数学教育学研究   26 ( 2 )   73 - 81   2021.3

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:全国数学教育学会  

    DOI: 10.24529/jasme.26.2_73

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  • Consideration on Teaching Unit for Developing a Sense that "Probability Applies to Information about Events" Reviewed

    ISHIBASHI Ippo

    Journal of Japan Society of Mathematical Education   102 ( 5 )   25 - 33   2020.6

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Society of Mathematical Education  

    DOI: 10.32296/jjsme.102.5_25

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    Other Link: http://ousar.lib.okayama-u.ac.jp/58751

  • Conditions for Teaching Materials that Support Learners' Validation : An Analysis of 8th-grade Students' Mathematical Problem-solving Processes Reviewed

    ISHIBASHI Ippo, UEGATANI Yusuke

    Journal of Science Education in Japan   43 ( 4 )   333 - 344   2019.12

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:Japan Society for Science Education  

    The purpose of this paper was to clarify junior high school student validation processes in solving word problems for simultaneous equations. We proposed and demonstrated new hypotheses through the observation of an 8th-grade mathematics class from the following two viewpoints: validation of real results in solving word problems in mathematical modeling and an implicit requirement for learners referred to as the fictionality of word problems. Fictionality is described as the fact that when learners solve word problems, they cannot avoid constructing nonexistent fictional worlds in their minds from the problems and engage in modeling activities in these fictional worlds. Analyzing the classroom observations, we found that even if learners are aware of the fictionality of a word problem, it is when they obtain mutually exclusive multiple real results that they feel the necessity of validating their results. It is suggested that a condition of word problems as teaching materials for supporting learners’ realization of the necessity of validating their results is that the problems must allow them to generate multiple real models.

    DOI: 10.14935/jssej.43.333

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  • 確率解釈の形成を志向する確率カリキュラム開発 Reviewed

    石橋 一昴

    全国数学教育学会誌 数学教育学研究   25 ( 2 )   11 - 25   2019.12

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (scientific journal)   Publisher:全国数学教育学会  

    DOI: 10.24529/jasme.25.2_11

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  • 原因の確率の理解を目標とした条件付き確率の学習を支援する教材と授業の条件 Reviewed

    石橋 一昴

    日本数学教育学会 秋期研究大会発表集録   52   65 - 72   2019.11

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (conference, symposium, etc.)   Publisher:日本数学教育学会  

    本稿では,どのような教材と授業が,原因の確率の理解を目標とした条件付き確率の学習を支援するのかを明らかにすることを目的とした.まずは,原因の確率を理解するためには「主観的な確率解釈」と「主観的な確率解釈と条件付き確率の関連」が必要であることから,それぞれをどのように生徒が学習するべきであるかを示した.結果,「α:主観的な確率解釈は,頻度的な確率解釈が適用できないと認識することを契機として学習する」と「β:条件付き確率は,条件なし確率では,主観的な確率解釈をモデル化できないことを認識し,主観的な確率解釈をモデル化するものとして学習する」を,学習の原理として構築した.次に,原理α,β を支援する教材として,「a:事象に関する情報に対して確率は適用されると考えさせる」と「b:結果に対する原因の確率を考えさせる」を満たす教材を開発し,それを用いた授業を開発した.最後に,授業を実施・分析・考察した結果,原因の確率の理解を目標とした条件付き確率の授業では,原理α,β に基づいた学習の支援を目指した教材と授業が有効であることが確認された.本稿は,JSPS科研費(課題番号:18J10445)の助成を受けて行われた研究の一部である.第52回秋期研究大会, 令和元年11月16日(土),17日(日), 於 東京学芸大学, 主催 : 日本数学教育学会, 共催 : 日本教育大学協会数学部門

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  • 否定論の視点から見た条件付き確率の概念形成に関する研究 Reviewed

    石橋 一昴

    日本数学教育学会 秋期研究大会発表集録   51   73 - 80   2018.11

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (conference, symposium, etc.)   Publisher:日本数学教育学会  

    先行研究では,条件付き確率の困難性の要因として,条件付き確率とその関連概念との混同が指摘されている.そこで本研究では,2 つの概念間の関係を否定によって特徴づける否定論を用いることで,関連概念との繋がりを考慮した条件付き確率の概念形成の過程を明らかにすることを目的とする.考察の結果,条件付き確率の概念形成の過程は,次の通りである.最初に,①条件なし確率が「得られた条件(情報)を考慮した適切な確率モデルを導出することができない」ことから,②「それまで同様に確からしいと考えていた事象が同様に確からしくなくなる」ことで条件付き確率が必要となり,③「確率は事象に対する情報を定量化したものである」との見方によって条件付き確率の概念が再構成される.その後,④「得られた情報を考慮しても,考慮していないモデルから算出された確率値と変わらない場合(すなわち,𝑃𝐴(𝐵) = 𝑃(𝐵))」があることで,条件付き確率の適用範囲が明確にされる.さらにこの理論的考察から,適切な条件付き確率の指導に向けた課題を導出した.本研究はJSPS科研費(課題番号:18J10445)の助成を受けて行われた.第51回秋期研究大会, 平成30年11月17日(土),18日(日), 於 岡山大学, 主催 : 日本数学教育学会, 共催 : 日本教育大学協会数学部門

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  • Study on the Educational Contents Related to Probability for Developing Risk Literacy Reviewed

    ISHIBASHI Ippo

    Journal of JASME : research in mathematics education   24 ( 2 )   1 - 9   2018.10

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    <p> In the current era, citizens are required to train risk literacy, which is the ability to grasp risk properly and make judgments appropriately. Since risk is represented as the product of the level of the damage and the probability, I believe it is the role of probability education that developing the ability to judge. Based on the above, the purpose of this paper is to identify the educational content of the probability towards development of risk literacy and decide its arrangement.</p><p> The results of this paper are the following three things:</p><p>・ From the definition of risk, expected value, expected utility and decision tree were identified as educational contents related to probability.</p><p>・There is statistical literacy as a subordinate concept of risk literacy, and it is learned in stages (Table. 1)</p><p><img align="middle" src="./Graphics/abst-24_1_1.jpg"/></p><p>・ From the viewpoint of Construction of knowledge, educational contents were arranged according to the qualitative level of statistical literacy (Table. 2)</p><p><img align="middle" src="./Graphics/abst-24_1_2.jpg"/></p><p>From the above, organizing such learning activities is expected to develop risk literacy, which is a decisionmaking ability in modern society.</p>

    DOI: 10.24529/jasme.24.2_1

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  • Factors Affecting Difficulty of Conditional Probability in the Japanese Probability Curriculum Reviewed

    ISHIBASHI Ippo, KOYAMA Masataka, KAGEYAMA Kazuya

    Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education   1   469 - 477   2018.5

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  • A Study for Understanding of the Concept of Independence in Probability Education Reviewed

    ISHIBASHI Ippo

    The Bulletin of Japanese Curriculum Research and Development   40 ( 3 )   37 - 46   2017.12

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    The purpose of this paper is to consider the contents of instruction and its educational methods for understanding the concept of independence in probability education. In spite of the concept of independence becoming more important in present probability education, its difficulty of understanding has been pointed out for a long time by previous studies, and is still unsolved. Therefore, this study focused on the curriculum which might be an effective way to examine causations of the unsolved issue mentioned above. In this study, firstly, "the discrepancy between the concept of independence and intuition" and "the confusion of the concept of independence with mutually exclusive events" were examined as to causes of why students have difficulty understanding the concept of independence. Secondly, "emphasis on the understanding of the concept of randomness" and "distinction among mutually exclusive events, independent trials and independent events" were derived as the point of view that improves the above causes. Finally, this study pointed out that the current curriculum has some problems from the above point of view, and "teaching of probability by experiment in the higher classes at elementary school" and "introduction of independent events in mathematics A" were proposed on the vision of revising the curriculum and the level of formation of the student's concept of probability. Furthermore, "setting up the proposition" and "illustrative representation by Karnaugh map" were proposed as the teaching methods of independent events in this paper.

    DOI: 10.18993/jcrdajp.40.3_37

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  • A Study of Teaching Probability to Train Competency of Judgement Using Probability in Making Decision: Focusing on Bayes Theorem Reviewed

    ISHIBASHI Ippo

    Journal of JASME : research in mathematics education   23 ( 2 )   83 - 90   2017.7

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    <p> In society that change suddenly, citizens need to acquire competency in making decision in everyday and professional situations.  On making decision, they need to rate choices and judgement using probability is needed at that time.  That is, competency of judgement using probability is important as competency of decision making.  Therefore, the purposes of this paper are to: ・ Propose the contents of learning that consider training of competency of judgement using probability in making decision. ・Derive the task based on the contents of learning for revision of teaching probability. The results of this paper are the following three things: ・ From the development of history of probability, there are suggested that a way of mutual understanding of the frequency idea and the subjective idea are important, and citizens need to do judgement using probability  that follow Bayes rule in everyday and professional situations. ・ It is effective that students learn Bayes theorem that is methodology of Bayes rule to train the competency given above. ・ From result of the research on actual conditions in this paper, because the treatment of Bayes theorem is inadequate in the teaching probability currently being used in view of training the competency given above, it is needed that the overall revision to the teaching probability from the Bayes theorem on down from the current.</p>

    DOI: 10.24529/jasme.23.2_83

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  • A Study of the Curriculum Development of Probability in the Secondary Education: Focusing on the Definition and the Concept of Randomness to Form of the Concept of Probability Reviewed

    ISHIBASHI Ippo

    Journal of JASME : research in mathematics education   22 ( 2 )   133 - 140   2016.8

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    <p> The purpose of this paper is to obtain implications to develop curriculum on probability from the point of view of formation of the student's concept of probability.</p><p> Firstly, I referred to the duality of classical probability and frequentistic probability from Otaki (2011) and the relation of the concept of probability and that of randomness from Kawasaki (1990).  Then, I pointed out that, to form the concept of probability, the followings are necessary: "understanding both classical probability and frequentistic probability, and mutual connection between them" and "understanding of the concept of randomness preceding that of probability, and connection between them".</p><p> Secondly, I considered the current curriculum critically from the point of view of formation of the concept of probability, and found that the current curriculum have some problems in this point of view.</p><p> Finally, I suggest "spiral curriculum" from this point of view based on "Principles in Setting and Arranging Teaching Contents" in "A Study on Constituent Principles of Curriculum in Mathematics Education" (Nakahara, 2008).  This paper shows that spiral curriculum is effective to form the student's concept of probability and is required in the current secondary education.</p>

    DOI: 10.24529/jasme.22.2_133

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  • A Textbook Analysis of Statistics and Information Education in UK School Education

    ISHIBASHI Ippo, HIRATA Atsushi

    JSSE Research Report   38 ( 3 )   21 - 26   2024.3

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    DOI: 10.14935/jsser.38.3_21

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  • デジタル技術のもたらす数学カリキュラムの問題

    影山 和也, 石橋 一昴, 増永 雄大

    日本教育工学会 2024年春季全国大会 (第44回大会) 講演論文集   239 - 240   2024.3

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  • Socio-Critical Modeling by Junior High School Students through Writing School Health Bulletins during the Summer Break: A Case Study of Wet Bulb Globe Temperature

    ISHIBASHI Ippo, UEGATANI Yusuke, HATTORI Yuichiro

    JSSE Research Report   38 ( 2 )   37 - 42   2023.12

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    DOI: 10.14935/jsser.38.2_37

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  • Challenging Default Assumptions in Learning Mathematical Modeling Through Word Problems

    Yusuke Uegatani, Ippo Ishibashi

    日本数学教育学会 秋期研究大会発表集録   56   201 - 204   2023.11

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  • 新聞記事を通じた社会批判的モデリング:「人出」と「接触機会」の違いを題材として

    石橋 一昴, 上ヶ谷 友佑, 服部 裕一郎

    日本数学教育学会 秋期研究大会発表集録   56   608 - 608   2023.11

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  • 日本の小学校教育における言語確率の可能性

    石橋 一昴, 池田 匡史, 西 宗一郎, 西村 尚久

    日本教科教育学会全国大会論文集   49   35 - 36   2023.10

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  • High School Probability Lesson by Interaction of Experiment and Theory: Pilot Study with First-Year University Students

    ISHIBASHI Ippo

    Proceedings of the Annual Meeting of Japan Society for Science Education   47   609 - 612   2023.9

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    DOI: 10.14935/jssep.47.0_609

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  • 大学生の数学学習観の形成における境界オブジェクトの役割:中学校数学科学習指導案とその発表会

    石橋 一昴

    日本数学教育学会 春期研究大会論文集   11   129 - 136   2023.6

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  • 実際の現象を確率的に考える能力の育成を目指した学校数学の確率の授業デザイン

    石橋 一昴

    令和4年度 公益財団法人 ウエスコ学術振興財団 研究成果報告書集   39 - 41   2023.3

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  • A Survey on the Use of Context for Teacher Training in Probability and Statistics: Focusing on the Tuesday Birthday Problem

    Hiroto Fukuda, Ippo Ishibashi

    Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics   2022.12

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    Context plays a significant role in teaching probability and statistics; although its importance has been contended in previous studies, there is not sufficient research on the role of context. Therefore, this study aimed to clarify the actual use of context in problem solving through pre-service mathematics teachers. We focussed on the Tuesday Birthday Problem, which requires awareness of context. Data were obtained from surveys involving 98 teachers and analysed by classifying answers based on the answer types related to context. Results revealed that there are three hurdles related to context in this problem: ‘generation of the idea of conditional probability,’ ‘identification of the necessary and sufficient context for the condition,’ and ‘correct use of the context.’

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  • 学校数学における言語確率の学習デザイン:国語科の学習内容も射程に

    石橋 一昴, 池田 匡史, 西 宗一郎, 西村 尚久

    日本教科教育学会全国大会論文集   48   117 - 118   2022.10

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  • How do contents of probability in Japanese junior high school reflect the findings of probability education research?

    ISHIBASHI Ippo, OTANI Hiroki

    Proceedings of the Annual Meeting of Japan Society for Science Education   46   542 - 545   2022.9

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    DOI: 10.14935/jssep.46.0_543

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  • An Analysis of Meaning of Probability in the Idea of Hypothesis Testing in Japanese Mathematics Textbooks

    OTANI Hiroki, ISHIBASHI Ippo

    Proceedings of the Annual Meeting of Japan Society for Science Education   46   546 - 547   2022.9

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  • 「In School」と「Out School」の間にある2つの移行型の生涯学習

    石橋 一昴

    日本数学教育学会 春期研究大会論文集   10   135 - 140   2022.6

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  • 不確実な社会を生きる力を育む中学校数学科の確率指導の開発研究

    石橋 一昴

    未来教育研究所紀要   10   32 - 33   2022.3

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  • Scaffolding two-way tables understanding in school mathematics

    ISHIBASHI Ippo, SHIOZAWA Yuki

    JSSE Research Report   36 ( 2 )   209 - 214   2021.12

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    DOI: 10.14935/jsser.36.2_209

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  • Critical thinking as equitable treatment of multiple perspectives in solving trans-scientific issues: Comparison between socio-critical modeling and word problem solving

    UEGATANI Yusuke, ISHIBASHI Ippo, HATTORI Yuichiro

    JSSE Research Report   36 ( 2 )   65 - 70   2021.12

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    <p>This study aims to identify a potential factor in students' narrow perspectives when engaging with trans-scientific issues. The main structure of this study is divided into the following two parts. First, based on existing empirical data, we reviewed the theoretical issue of conceptualizing critical thinking within mathematics education research and proposed a new conceptualization as equitable treatment of multiple perspectives from a superordinate ethical perspective. Second, from this perspective, we retrospectively analyzed whether students disrespected a probabilistic perspective in solving and a traditional word problem with conditional probability. Consequently, we found that students tended to take a probabilistic perspective in solving the traditional word problem. It is suggested that excessive information in word problems narrows their perspective rather than the authenticity of the problems.</p>

    DOI: 10.14935/jsser.36.2_65

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  • 合成の誤謬とコインの順序:表と裏の比が同じである順序同士の場合

    石橋 一昴

    日本数学教育学会 秋期研究大会発表集録   54   257 - 260   2021.10

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  • モデル化の視点からベイズ確率を捉える枠組みの提案

    石橋 一昴

    日本教科教育学会全国大会論文集   47   107 - 108   2021.9

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  • 確率を根拠として意思決定する教材の開発:確率の仮定に関する認識に着目して

    西 宗一郎, 石橋 一昴

    日本数学教育学会誌 第103回大会発表要旨集   258 - 258   2021.8

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  • Mathematics Education for Trans-Scientific Issues: Implementability of a Socio-Critical Modeling Approach/Rationale for Our Research Project

    服部 裕一郎, 上ヶ谷 友佑, 石橋 一昴

    日本科学教育学会年会論文集   45   127 - 128   2021.8

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    <p>With the spread of the novel coronavirus disease, there is a need for mathematics education to deal with social issues that cannot be solved by scientific knowledge alone (trans-scientific issues).Therefore, this project focuses on socio-critical modeling, which aims to critically examine the role of mathematical modeling in students' daily and societal situations and the possibility of its implementation in mathematics classes. In critical mathematics education, which is the theoretical perspective of socio-critical modeling, both the everyday and the social are required simultaneously in the task context. However, it is difficult to create teaching materials for mathematics in children's daily and societal situations, which is neither only daily nor only societal. This project will examine this point from various perspectives such as a case study of students'research activity on the definition of recycling rate, risk communication, and socially open-ended problems.</p>

    DOI: 10.14935/jssep.45.0_127

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  • Posing a Quasi-Society in the Problem Context of Socio-Critical Modeling: 'Quadratic Voting' as Teaching Materials

    服部 裕一郎, 上ヶ谷 友佑, 石橋 一昴

    日本科学教育学会年会論文集   45   137 - 140   2021.8

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    <p>This study proposes a new problem context using students'daily and societal situations as teaching material for implementing socio-critical modeling in mathematics classes. We reviewed the practice of a thematic approach based on critical mathematics education-a theoretical perspective of socio-critical modeling-and reconsidered the framework of socially open-ended problems that emphasize students'daily and societal situations. Based on our research outcome, we propose a quasi-society, as the problem context. School based extracurricular activities such as election of the student body president can correspond to real-world elections. We see it as a quasi-society. This study critically examines the role of mathematics in addressing problems that are inherent in a quasi-society for effectively teaching socio-critical modeling. We used Taiwan's quadratic voting system as the teaching material.</p>

    DOI: 10.14935/jssep.45.0_137

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  • A Survey on the Use of Context in a Probabilistic and Statistical Problem for Pre-Service Mathematics Teachers

    FUKUDA Hiroto, ISHIBASHI Ippo

    Proceedings of the Annual Meeting of Japan Society for Science Education   45   491 - 492   2021.8

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  • Intellectual Need: A Key Motivation Toward Critically Understanding the Roles of Mathematical Modeling in Society

    上ヶ谷 友佑, 石橋 一昴, 服部 裕一郎

    日本科学教育学会年会論文集   45   129 - 132   2021.8

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    <p>The purpose of this paper is to determine practical implications for the effective implementation of a socio-critical modeling approach in mathematics lessons. We analyzed an activity undertaken by tenth-grade students from a school of educational research in Japan. In this activity, the students inquired about recycling efforts in their cities. They found differences in the definitions of "recycling rate" between the cities and asked the city officers about the different definitions. Until they realized there were multiple definitions, they uncritically accepted a definition. This episode, thus, implies the possibility that an intellectual need for critical consideration supports the effective implementation of a socio-critical modeling approach. However, the students uncritically accepted the officers' reply that the definitions in cities have the same meaning. Future research needs to further investigate how a socio-political perspective supports students' intellectual need.</p>

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  • Exploration of Socio-Critical Modeling Teaching Materials from the Perspective of Risk Communication

    石橋 一昴, 上ヶ谷 友佑, 服部 裕一郎

    日本科学教育学会年会論文集   45   133 - 136   2021.8

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    <p>The purpose of this study is to explore teaching materials on socio-critical modeling for developing students' ability of critical consideration based on mathematical modeling to understand daily and societal situations. To this end, we focused on risk communication, which has reported difficulties in conveying risk information from experts to general citizens. As a result, it is suggested that the societal topics of "conveying relative risk (risk ratio) or odds ratio without baseline risk" or "mismatched framing" are suitable for teaching materials on socio-critical modeling. We found related societal topics in Japanese newspapers. Risk communication is effective in exploring socio-critical modeling teaching materials. In addition, because some of the risks increase with age, students can and should learn not only about their current positions in society but also about their future positions through lessons oriented toward socio-critical modeling.</p>

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  • 火曜日生まれ問題の確率統計教材としての意義と可能性

    福田 博人, 石橋 一昴

    日本数学教育学会 春期研究大会論文集   9   324 - 324   2021.6

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  • 確率の仮定に関する生徒の認識を育むための課題の提案

    石橋 一昴, 西 宗一郎

    日本数学教育学会 春期研究大会論文集   9   322 - 322   2021.6

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  • 数学教育における確率概念の形成過程に関する研究

    石橋 一昴

    日本数学教育学会誌 数学教育学論究   102 ( R115 )   21 - 28   2021.5

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    Authorship:Lead author   Language:Japanese   Publishing type:Doctoral thesis   Publisher:公益社団法人 日本数学教育学会(旧 社団法人 日本数学教育会)  

    DOI: 10.32296/jjsme.102.r115_21

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  • A Probability Class for Probability Modeling in Junior High School Mathematics

    ISHIBASHI Ippo

    JSSE Research Report   35 ( 3 )   137 - 142   2020.12

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    DOI: 10.14935/jsser.35.3_137

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  • Role of probability in socio-critical modelling: A study of Japanese high school students' perception of COVID-19 certification

    UEGATANI Yusuke, ISHIBASHI Ippo, HATTORI Yuichiro

    JSSE Research Report   35 ( 3 )   43 - 48   2020.12

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    <p>The social need for negative result certificates of polymerase chain reaction (PCR) testing for COVID-19 has rapidly increased during the pandemic. Although the results of the test should be interpreted based on the concept of conditional probability like any other test, this is not an easy task for high school students in general. This study reports the thought process of Japanese tenth-grade students regarding the use of mathematics for social issues. Based on a design research approach, two experimental lessons have been conducted to investigate how the students perceive the necessity of certificates for PCR tests with the probabilistic concepts in a given fictional context. It has been observed that even intelligent students came to conclusive opinions, intentionally neglecting the results of probabilistic thinking. It is imperative to discuss how students' critical and mathematical thinking abilities can be developed in real-world contexts without appealing to the usefulness of mathematics.</p>

    DOI: 10.14935/jsser.35.3_43

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  • 等比ヒューリスティックを乗り越えるための確率指導に関する考察

    西 宗一郎, 石橋 一昴

    日本数学教育学会 秋期研究大会発表集録   53   313 - 316   2020.11

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  • Teaching of Ratio in Elementary School for Understanding of Conditional Probability

    ( 175 )   27 - 37   2020.11

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    Authorship:Lead author   Language:Japanese   Publishing type:Research paper (bulletin of university, research institution)  

    CiNii Article

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    Other Link: http://ousar.lib.okayama-u.ac.jp/60999

  • 問題の文脈が学習者の病院問題に関するタスクパフォーマンスに与える影響

    石橋 一昴, 西 宗一郎

    日本数学教育学会 秋期研究大会発表集録   53   305 - 308   2020.11

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  • 学校数学の確率における「同様に確からしい」の定義の分析と考察

    石橋 一昴

    日本教科教育学会全国大会論文集   46   69 - 70   2020.9

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  • 数学教育における確率概念の形成過程に関する研究

    石橋 一昴

    2020.3

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    Authorship:Lead author   Publishing type:Doctoral thesis  

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  • Effectiveness of the use of diagrams for teaching conditional probability from a semiotics viewpoint

    ISHIBASHI Ippo

    Proceedings of the Tenth International Conference on Teaching Statistics   2018.7

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    Authorship:Lead author   Publishing type:Research paper (international conference proceedings)  

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  • 学校数学における確率のスパイラルカリキュラムの開発に関する研究

    石橋 一昴

    2017.1

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Books

  • 認知能力×非認知能力を育てる数学授業&教材10のしかけ

    中山 芳一, 有岡 桂佑, 石橋 一昴, 山本 昌平

    明治図書  2024.1  ( ISBN:9784183047236

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  • 新・教職課程演習 第19巻 中等数学科教育

    礒田 正美, 影山 和也( Role: Contributor ,  Q37. 数学におけるアルゴリズムの意義を述べなさい。;Q38. 数によって表されるパターンの美しさを述べなさい。;Q39. 数学における対称性の意味・意義を述べなさい。)

    協同出版  2021.12  ( ISBN:9784319003600

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  • 「コロナ」から学校教育をリデザインする : 公教育としての学校を捉える視点

    広島大学教育ヴィジョン研究センター, 草原, 和博, 吉田, 成章( Role: Contributor ,  これからの学校教育に求められる数理的思考)

    溪水社  2021.6  ( ISBN:9784863275621

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    Language:Japanese

    CiNii Books

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  • 月刊 新しい算数研究2021年2月号

    新算数教育研究会( Role: Contributor ,  海外の算数教育情報: ユーモアが児童の算数の学びを支援する)

    2021.2 

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MISC

Presentations

  • イギリスの学校教育における統計教育と情報教育に関する教科書分析

    石橋 一昴, 平田 篤史

    令和5年 (2023年) 度 第3回日本科学教育学会研究会 (北陸甲信越支部開催) 

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    Event date: 2024.3.9

    Presentation type:Oral presentation (general)  

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  • デジタル技術のもたらす数学カリキュラムの問題

    影山 和也, 石橋 一昴, 増永 雄大

    日本教育工学会 2024年春季全国大会 (第44回大会) 

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    Event date: 2024.3.2 - 2024.3.3

    Presentation type:Oral presentation (general)  

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  • 算数授業における子どものインフォーマルな表現が果たす役割:小学校第4学年「おはじきゲーム」の授業実践を通した主体的・対話的で深い学びの実現

    幸田 直也, 石橋 一昴, 服部 裕一郎

    第59回全国数学教育学会研究発表会 

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    Event date: 2023.12.15 - 2023.12.16

    Presentation type:Oral presentation (general)  

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  • 夏休みの保健だより作りを通した中学生による社会批判的モデリング:暑さ指数を題材として

    石橋 一昴, 上ヶ谷 友佑, 服部 裕一郎

    日本科学教育学会 2023年度第2回日本科学教育学会研究会 

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    Event date: 2023.12.9

    Presentation type:Poster presentation  

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  • 主に数学教育研究から見た探究と批判 Invited

    石橋 一昴

    日本家庭科教育学会 2023 (令和5) 年度例会 

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    Event date: 2023.12.3

    Presentation type:Symposium, workshop panel (nominated)  

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  • 高校数学B「統計的な推測」の授業づくり Invited

    広島大学附属福山中・高等学校 2023年度 第53回教育研究会 

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    Event date: 2023.11.24

    Presentation type:Public lecture, seminar, tutorial, course, or other speech  

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  • 新聞記事を通じた社会批判的モデリング:「人出」と「接触機会」の違いを題材として

    石橋 一昴, 上ヶ谷 友佑, 服部 裕一郎

    日本数学教育学会 第56回秋期研究大会 

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    Event date: 2023.11.18 - 2023.11.19

    Presentation type:Poster presentation  

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  • Challenging Default Assumptions in Learning Mathematical Modeling Through Word Problems

    Yusuke Uegatani, Ippo Ishibashi

    日本数学教育学会 第56回秋期研究大会 

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    Event date: 2023.11.18 - 2023.11.19

    Presentation type:Oral presentation (general)  

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  • 社会批判的オープンエンドな問題に対する中学生の数学的思考の様相:Quadratic Voting を教材として

    服部 裕一郎, 上ヶ谷 友佑, 松原 和樹, 石橋 一昴

    日本数学教育学会 第56回秋期研究大会 

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    Event date: 2023.11.18 - 2023.11.19

    Presentation type:Oral presentation (general)  

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  • 教職大学院教科教育領域における教育実践力の向上と実践研究の推進との架橋:学部新卒院生によるリフレクションを促す場の構想

    池田 匡史, 石橋 一昴, 詫間 千晴, 服部 裕一郎, 岡崎 正和, 宮本 浩治, 山田 秀和, 川崎 弘作

    令和5年度 日本教育大学協会研究集会 

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    Event date: 2023.10.8

    Presentation type:Oral presentation (general)  

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  • 日本の小学校教育における言語確率の可能性

    石橋 一昴, 池田 匡史, 西 宗一郎, 西村 尚久

    日本教科教育学会 第49回全国大会 

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    Event date: 2023.10.7 - 2023.10.8

    Presentation type:Oral presentation (general)  

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  • 実験と理論を往還する高等学校数学A「確率」の授業:大学1年生を対象とした予備研究

    石橋 一昴

    日本科学教育学会第47回年会 

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    Event date: 2023.9.18 - 2023.9.20

    Presentation type:Oral presentation (general)  

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  • 自然頻度と図的表現を用いた原因の確率の指導

    石橋 一昴

    第58回全国数学教育学会研究発表会 

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    Event date: 2023.6.24 - 2023.6.25

    Presentation type:Oral presentation (general)  

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  • 数学の生涯学習研究における3つの「文脈」:活動場所の文脈,活動参加者の文脈,語用論的文脈

    上ヶ谷 友佑, 石川 雅章, 石橋 一昴, 迫田 彩, 青木 孝子, 渡辺 信

    第58回全国数学教育学会研究発表会 

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    Event date: 2023.6.24 - 2023.6.25

    Presentation type:Oral presentation (general)  

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  • 大学生の数学学習観の形成における境界オブジェクトの役割:中学校数学科学習指導案とその発表会

    石橋 一昴

    日本数学教育学会 第11回春期研究大会 

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    Event date: 2023.6.5

    Presentation type:Oral presentation (general)  

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  • 高校一年生はどのように「同様に確からしい」概念を深化させるか?

    上ヶ谷 友佑, 石橋 一昴, 迫田 彩

    第57回全国数学教育学会研究発表会 

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    Event date: 2022.12.10 - 2022.12.11

    Presentation type:Oral presentation (general)  

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  • 否定論の視点から見た期待値概念の形成過程の構築

    石橋 一昴

    第57回全国数学教育学会研究発表会 

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    Event date: 2022.12.10 - 2022.12.11

    Presentation type:Oral presentation (general)  

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  • ICTはどのように数学的実践をつくるか

    影山 和也, 増永 雄大, 石橋 一昴

    第57回全国数学教育学会研究発表会 

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    Event date: 2022.12.10 - 2022.12.11

    Presentation type:Oral presentation (general)  

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  • 「部分に対する部分の割合」の問題解決のための足場設定 Invited

    石橋 一昴

    岡山大学算数・数学教育学会 令和4年度 11月研究発表会 

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    Event date: 2022.11.26

    Presentation type:Oral presentation (invited, special)  

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  • JMB論文「数学的モデリングと文章題解決における妥当化の文化的妥当性:可能的虚構世界の統合としての妥当化の再概念化」の内容と採択まで Invited

    石橋 一昴, 上ヶ谷 友佑

    日本数学教育心理研究会 令和4年度秋期研究集会 

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    Event date: 2022.11.11

    Presentation type:Oral presentation (invited, special)  

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  • 学校数学における言語確率の学習デザイン:国語科の学習内容も射程に

    石橋 一昴, 池田 匡史, 西 宗一郎, 西村 尚久

    日本教科教育学会 第48回全国大会 

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    Event date: 2022.10.8 - 2022.10.9

    Presentation type:Oral presentation (general)  

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  • 教職大学院が担うべき学校支援のあり方:教科教育領域教員の学校への関わりの事例分析から

    宮本 浩治, 岡崎 正和, 石橋 一昴, 高旗 浩志, 高瀬 淳

    令和4年度 日本教育大学協会研究集会 

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    Event date: 2022.10.1

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  • Development of mathematical identity in school health bulletins using the socio-critical modeling approach

    ISHIBASHI Ippo, UEGATANI Yusuke, HATTORI Yuichiro

    20th International Conference on the Teaching of Mathematical Modelling and Applications 

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    Event date: 2022.9.24 - 2022.9.27

    Presentation type:Oral presentation (general)  

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  • 日本の中学校数学科「確率」は確率教育研究の知見をどのように反映しているか?

    石橋 一昴, 大谷 洋貴

    日本科学教育学会第46回年会 

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    Event date: 2022.9.16 - 2022.9.18

    Presentation type:Oral presentation (general)  

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  • 仮説検定の考え方における確率の意味に関する教科書分析

    大谷 洋貴, 石橋 一昴

    日本科学教育学会第46回年会 

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    Event date: 2022.9.16 - 2022.9.18

    Presentation type:Oral presentation (general)  

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  • A survey on the use of context for teacher training in probability and statistics: focusing on the Tuesday birthday problem

    FUKUDA Hiroto, ISHIBASHI Ippo

    11th International Conference on Teaching Statistics 

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    Event date: 2022.9.11 - 2022.9.16

    Presentation type:Oral presentation (general)  

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  • 高等学校数学科における条件付き確率の導入場面の教材と授業

    石橋 一昴

    第56回全国数学教育学会研究発表会 

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    Event date: 2022.6.25 - 2022.6.26

    Presentation type:Oral presentation (general)  

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  • ICTはどのように数学的実践をつくるか:認識方法論としての編集

    影山 和也, 増永 雄大, 石橋 一昴

    第56回全国数学教育学会研究発表会 

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    Event date: 2022.6.25 - 2022.6.26

    Presentation type:Oral presentation (general)  

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  • 「In School」と「Out School」の間にある2つの移行型の生涯学習

    石橋 一昴

    日本数学教育学会 第10回春期研究大会 

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    Event date: 2022.6.5

    Presentation type:Oral presentation (general)  

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  • Critical thinking as equitable treatment of multiple perspectives in solving trans-scientific issues: Comparison between socio-critical modeling and word problem solving

    UEGATANI Yusuke, ISHIBASHI Ippo, HATTORI Yuichiro

    日本科学教育学会 2021年度第2回日本科学教育学会研究会 

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    Event date: 2021.12.19

    Presentation type:Poster presentation  

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  • 学校数学における二次元表理解のための足場設定

    石橋 一昴, 塩澤 友樹

    日本科学教育学会 2021年度第2回日本科学教育学会研究会 

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    Event date: 2021.12.19

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  • 研究領域としての「数学の生涯学習」:その可能性と理論的課題

    上ヶ谷 友佑, 渡辺 信, 垣花 京子, 青木 孝子, 迫田 彩, 石橋 一昴

    第55回全国数学教育学会研究発表会 

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    Event date: 2021.12.11 - 2021.12.12

    Presentation type:Oral presentation (general)  

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  • 学校数学の内容としての「数学的方法学」

    上ヶ谷 友佑, 石橋 一昴, 服部 裕一郎

    第55回全国数学教育学会研究発表会 

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    Event date: 2021.12.11 - 2021.12.12

    Presentation type:Oral presentation (general)  

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  • 合成の誤謬とコインの順序:表と裏の比が同じである順序同士の場合

    石橋 一昴

    日本数学教育学会 第54回秋期研究大会 

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    Event date: 2021.10.30 - 2021.10.31

    Presentation type:Oral presentation (general)  

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  • モデル化の視点からベイズ確率を捉える枠組みの提案

    石橋 一昴

    日本教科教育学会 第47回全国大会 

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    Event date: 2021.9.25 - 2021.9.26

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  • 確率を根拠として意思決定する教材の開発:確率の仮定に関する認識に着目して

    西 宗一郎, 石橋 一昴

    第103回全国算数・数学教育研究大会 

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    Event date: 2021.8.21 - 2021.8.22

    Presentation type:Oral presentation (general)  

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  • Mathematics education for trans-scientific issues: Implementability of a socio-critical modeling approach Rationale for our research project

    HATTORI Yuichiro, UEGATANI Yusuke, ISHIBASHI Ippo

    日本科学教育学会第45回年会 

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    Event date: 2021.8.20 - 2021.8.22

    Presentation type:Oral presentation (general)  

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  • Posing a Quasi-Society in the Problem Context of Socio-Critical Modeling: “Quadratic Voting” as Teaching Materials

    HATTORI Yuichiro, UEGATANI Yusuke, ISHIBASHI Ippo

    日本科学教育学会第45回年会 

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    Event date: 2021.8.20 - 2021.8.22

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  • 数学教師を目指す大学生に対する確率統計問題における文脈使用に関する実態調査:火曜日生まれ問題に着目して

    福田 博人, 石橋 一昴

    日本科学教育学会第45回年会 

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    Event date: 2021.8.20 - 2021.8.22

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  • Intellectual need: A key motivation toward critically understanding the roles of mathematical modeling in society

    UEGATANI Yusuke, ISHIBASHI Ippo, HATTORI Yuichiro

    日本科学教育学会第45回年会 

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    Event date: 2021.8.20 - 2021.8.22

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  • Exploration of socio-critical modeling teaching materials from the perspective of risk communication

    ISHIBASHI Ippo, UEGATANI Yusuke, HATTORI Yuichiro

    日本科学教育学会第45回年会 

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    Event date: 2021.8.20 - 2021.8.22

    Presentation type:Oral presentation (general)  

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  • Impact of different problem contexts on students’ task performance in the hospital problem

    ISHIBASHI Ippo, NISHI Soichiro

    The 44th Conference of the International Group for the Psychology of Mathematics Education 

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    Event date: 2021.7.19 - 2021.7.22

    Presentation type:Oral presentation (general)  

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  • 確率の3世界を往還させる確率指導

    石橋 一昴

    第54回全国数学教育学会研究発表会 

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    Event date: 2021.6.19 - 2021.6.20

    Presentation type:Oral presentation (general)  

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  • 確率指導におけるテクノロジーと対話

    石橋 一昴

    第54回全国数学教育学会研究発表会 

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    Event date: 2021.6.19 - 2021.6.20

    Presentation type:Oral presentation (general)  

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  • 確率の仮定に関する生徒の認識を育むための課題の提案

    石橋 一昴, 西 宗一郎

    日本数学教育学会 第9回春期研究大会 

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    Event date: 2021.6.6

    Presentation type:Poster presentation  

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  • 火曜日生まれ問題の確率統計教材としての意義と可能性

    福田 博人, 石橋 一昴

    日本数学教育学会 第9回春期研究大会 

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    Event date: 2021.6.6

    Presentation type:Poster presentation  

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  • コロナ禍を生き抜くための確率的思考 Invited

    石橋 一昴

    広島大学教育ヴィジョンセンター第64回定例セミナー「ポスト・コロナの学校教育(7)コロナに要請された特異な数理的思考」 

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    Event date: 2021.1.23

    Presentation type:Public lecture, seminar, tutorial, course, or other speech  

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  • 大数の法則の意味理解を目指した中学校第1学年の確率単元の開発

    石橋 一昴, 西 宗一郎

    第53回全国数学教育学会研究発表会 

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    Event date: 2020.12.19 - 2020.12.20

    Presentation type:Oral presentation (general)  

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  • 令和元年度全国数学教育学会学会奨励賞 受賞講演

    石橋 一昴

    第53回全国数学教育学会研究発表会 

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    Event date: 2020.12.19 - 2020.12.20

    Presentation type:Public lecture, seminar, tutorial, course, or other speech  

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  • 確率指導に関するICT

    石橋 一昴

    第53回全国数学教育学会研究発表会 

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    Event date: 2020.12.19 - 2020.12.20

    Presentation type:Symposium, workshop panel (nominated)  

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  • 学校数学における「根元事象」と「同様に確からしい」の概念規定

    上ヶ谷 友佑, 石橋 一昴, 迫田 彩

    第53回全国数学教育学会研究発表会 

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    Event date: 2020.12.19 - 2020.12.20

    Presentation type:Oral presentation (general)  

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  • Role of probability in socio-critical modelling: A study of Japanese high school students’ perception of COVID-19 certification

    Yusuke UEGATANI, Ippo ISHIBASHI, Yuichiro HATTORI

    Japan Society for Science Education (2020年度第3回日本科学教育学会研究会) 

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    Event date: 2020.12.13

    Presentation type:Poster presentation  

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  • 中学校数学科における確率的モデル化を志向する確率授業

    石橋 一昴

    日本科学教育学会 2020年度第3回日本科学教育学会研究会 

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    Event date: 2020.12.13

    Presentation type:Poster presentation  

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  • 等比ヒューリスティックを乗り越えるための確率指導に関する考察

    西 宗一郎, 石橋 一昴

    日本数学教育学会 第53回秋期研究大会 

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    Event date: 2020.11.14 - 2020.11.15

    Presentation type:Oral presentation (general)  

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  • 問題の文脈が学習者の病院問題に関するタスクパフォーマンスに与える影響

    石橋 一昴, 西 宗一郎

    日本数学教育学会 第53回秋期研究大会 

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    Event date: 2020.11.14 - 2020.11.15

    Presentation type:Oral presentation (general)  

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  • 学校数学の確率における「同様に確からしい」の定義の分析と考察

    石橋 一昴

    日本教科教育学会 第46回全国大会 

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    Event date: 2020.9.12

    Presentation type:Oral presentation (general)  

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  • 確率を4つの世界で捉える枠組みの提案

    石橋 一昴

    第52回全国数学教育学会研究発表会 

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    Event date: 2020.6.27 - 2020.7.5

    Presentation type:Oral presentation (general)  

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  • 確率単元の学習展開に関する推論主義的特徴づけ

    大谷 洋貴, 石橋 一昴, 上ヶ谷 友佑

    第52回全国数学教育学会研究発表会 

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    Event date: 2020.6.27 - 2020.7.5

    Presentation type:Oral presentation (general)  

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  • 標本サイズの影響による中学生の確率に関する困難性と指導の考察

    西 宗一郎, 石橋 一昴

    第52回全国数学教育学会研究発表会 

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    Event date: 2020.6.27 - 2020.7.5

    Presentation type:Oral presentation (general)  

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  • Creation of possible fictional worlds as a process of validation in mathematical word problem-solving and mathematical modeling activities

    Ippo Ishibashi, Yusuke Uegatani

    Japan Society for Science Education (2019年度第3回日本科学教育学会研究会) 

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    Event date: 2019.12.21

    Presentation type:Poster presentation  

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  • 数学教育における言語確率の指導の必要性

    石橋 一昴

    第51回全国数学教育学会研究発表会 

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    Event date: 2019.12.14 - 2019.12.15

    Presentation type:Oral presentation (general)  

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  • 原因の確率の理解を目標とした条件付き確率の学習を支援する教材と授業の条件

    石橋 一昴

    日本数学教育学会 第52回秋期研究大会 

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    Event date: 2019.11.16 - 2019.11.17

    Presentation type:Oral presentation (general)  

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  • 高校生は条件付き確率を利用してモンティ・ホール問題を解いているのか?

    石橋 一昴

    日本教科教育学会 第45回全国大会 

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    Event date: 2019.10.13 - 2019.10.14

    Presentation type:Oral presentation (general)  

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  • Developing a framework of Kyozaikenkyu in a Competency-Based Curriculum: In Mathematics Education

    Ippo Ishibashi

    The 13th Annual International Conference of the World Association of Lesson Studies 

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    Event date: 2019.9.3 - 2019.9.6

    Presentation type:Oral presentation (general)  

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  • 数学教育の確率単元における根元事象に関する暗黙的な仮定

    石橋 一昴

    日本科学教育学会 第43回年会 

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    Event date: 2019.8.23 - 2019.8.25

    Presentation type:Oral presentation (general)  

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  • 初等中等教育における条件付き確率に関する教材開発

    石橋 一昴

    第50回全国数学教育学会研究発表会 

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    Event date: 2019.6.29 - 2019.6.30

    Presentation type:Oral presentation (general)  

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  • 原因が確定する状況における条件付き確率の認識

    石橋 一昴

    日本数学教育学会 第7回春期研究大会 

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    Event date: 2019.6.16

    Presentation type:Poster presentation  

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  • 数学教育における確率解釈の形成過程

    石橋 一昴

    第49回全国数学教育学会研究発表会 

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    Event date: 2019.2.9 - 2019.2.10

    Presentation type:Oral presentation (general)  

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  • 数学的モデル化の観点から見た学習者の解の吟味を支援する教材の条件:方程式の文章題を中学2年生が解決する過程の分析を通じて

    石橋 一昴, 上ヶ谷 友佑

    日本科学教育学会 2018年度第3回日本科学教育学会研究会 

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    Event date: 2018.12.8

    Presentation type:Poster presentation  

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  • 否定論の視点から見た条件付き確率の概念形成に関する研究

    石橋 一昴

    日本数学教育学会 第51回秋期研究大会 

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    Event date: 2018.11.17 - 2018.11.18

    Presentation type:Oral presentation (general)  

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  • Effectiveness of the use of diagrams for teaching conditional probability from a semiotics viewpoint

    Ippo Ishibashi

    10th International Conference on Teaching Statistics 

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    Event date: 2018.7.8 - 2018.7.13

    Presentation type:Oral presentation (general)  

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  • 条件付き確率の困難性を克服するための否定論的考察:条件付き確率の概念形成過程とその指導に着目して

    石橋 一昴

    日本数学教育心理研究会 平成30年度春期研究集会 

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    Event date: 2018.6.9

    Presentation type:Oral presentation (general)  

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  • Factors Affecting Difficulty of Conditional Probability in the Japanese Probability Curriculum

    Ippo Ishibashi, Masataka Koyama, Kazuya Kageyama

    The 8th ICMI-East Asia Regional Conference on Mathematics Education 

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    Event date: 2018.5.7 - 2018.5.11

    Presentation type:Oral presentation (general)  

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  • 意思決定能力の育成に向けた確率教育の課題の明確化

    石橋 一昴

    第47回全国数学教育学会研究発表会 

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    Event date: 2018.1.27 - 2018.1.28

    Presentation type:Oral presentation (general)  

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  • 確率解釈を視点とした条件付き確率の困難性の要因

    石橋 一昴

    日本数学教育学会 第50回秋期研究大会 

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    Event date: 2017.11.4 - 2017.11.5

    Presentation type:Oral presentation (general)  

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  • 中学校数学科における条件付き確率の素地指導に関する一考察

    石橋 一昴

    第46回全国数学教育学会研究発表会 

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    Event date: 2017.6.24 - 2017.6.25

    Presentation type:Oral presentation (general)  

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  • 意思決定に関する確率判断能力の育成における数学教育の確率についての一考察

    石橋 一昴

    日本数学教育学会 第5回春期研究大会 

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    Event date: 2017.6.11

    Presentation type:Poster presentation  

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  • 意思決定に求められる数学教育における確率の内容編成に関する一考察

    石橋 一昴

    第45回全国数学教育学会研究発表会 

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    Event date: 2017.1.28 - 2017.1.29

    Presentation type:Oral presentation (general)  

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  • 学校数学における確率の認知過程を捉える枠組みの一提案

    石橋 一昴

    日本数学教育学会 第49回秋期研究大会 

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    Event date: 2016.10.29 - 2016.10.30

    Presentation type:Oral presentation (general)  

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  • 高等学校数学Aの確率における「独立」の理解の困難性に関する一考察

    石橋 一昴

    日本教科教育学会 第42回全国大会 

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    Event date: 2016.10.22 - 2016.10.23

    Presentation type:Oral presentation (general)  

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  • 確率におけるスパイラルカリキュラムの具体化に向けた一考察

    石橋 一昴

    第44回全国数学教育学会研究発表会 

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    Event date: 2016.6.25 - 2016.6.26

    Presentation type:Oral presentation (general)  

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  • 中等教育における確率概念の形成に関する研究:統計的確率と数学的確率の相互の関連に着目して

    石橋 一昴

    第43回全国数学教育学会研究発表会 

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    Event date: 2016.1.30 - 2016.1.31

    Presentation type:Oral presentation (general)  

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  • 学び直しによる確率概念の形成:標本サイズの影響による誤概念の克服に着目して

    石橋 一昴

    日本数学教育学会 第48回秋期研究大会 

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    Event date: 2015.11.7 - 2015.11.8

    Presentation type:Poster presentation  

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  • 「確率はその出来事に関する私たちの情報に適用される」という確率の考え方を育む中学校・高等学校数学科授業の開発原理の構築

    石橋 一昴

    岡山大学 令和3年度 10月定例記者発表  2021.10.26 

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Awards

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Research Projects

  • Developing tools and guidelines to promote learning support based on educational data and evidence

    Grant number:23H01002  2023.04 - 2027.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Scientific Research (B)

    岡崎 善弘, 服部 裕一郎, 深谷 達史, 石橋 一昴, 丹治 敬之

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    Authorship:Coinvestigator(s) 

    Grant amount:\15730000 ( Direct expense: \12100000 、 Indirect expense:\3630000 )

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  • 確率的モデル化を促進する教材の開発原理の構築

    Grant number:23K12847  2023.04 - 2026.03

    日本学術振興会  科学研究費助成事業 若手研究 

    石橋 一昴

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    Authorship:Principal investigator 

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  • 蓋然性 (確率) を表すことばについての言語感覚を育む教科横断型授業のデザイン原理の構築と検証

    2023.04 - 2025.03

    公益財団法人 博報堂教育財団  児童教育実践についての研究助成 

    石橋 一昴, 池田 匡史

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  • 統計教育・情報教育における日本とイギリスの教科書比較:数理・データサイエンス・AI教育の学際性を観点として

    2023.04 - 2024.03

    公益財団法人 教科書研究センター  若手研究者に対する教科書研究助成 

    石橋 一昴, 平田 篤史

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  • 養護教諭との協働による社会批判的モデリングを実現する数学授業の開発と実践:授業での足場設定の解明

    2023.04 - 2024.03

    公益財団法人 日本教育公務員弘済会  日公弘本部奨励金 

    石橋 一昴, 上ヶ谷 友佑, 服部 裕一郎

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  • 学校数学における生徒が確率的に推論する授業の理論的・実証的研究

    2023.01 - 2023.12

    公益財団法人 カシオ科学振興財団  研究助成 

    石橋 一昴

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  • 実際の現象を確率的に考える能力の育成を目指した学校数学の確率の授業デザイン

    2022.04 - 2024.03

    公益財団法人 ウエスコ学術振興財団  研究活動費助成事業 

    石橋 一昴

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  • 日本の中高数学科教科書における確率的リテラシーの育成に関する研究

    2022.04 - 2023.03

    公益財団法人 中央教育研究所  教科書研究奨励金 

    石橋 一昴

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  • 不確実な社会を生きる力を育む中学校数学科の確率指導の開発研究

    2020.11 - 2021.10

    公益財団法人 未来教育研究所  第10回(2020年度)未来教育研究所研究助成 

    石橋 一昴

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  • Fundamental Research on Developing Probabilistic Modeling Competences in Mathematics Education

    Grant number:20K22188  2020.09 - 2022.03

    Japan Society for the Promotion of Science  Grants-in-Aid for Scientific Research  Grant-in-Aid for Research Activity Start-up

    Ishibashi Ippo

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    Grant amount:\2600000 ( Direct expense: \2000000 、 Indirect expense:\600000 )

    The purpose of this study was to clarify the developmental process of the ability to consider problems of real events using probability (probabilistic modeling Competences). As a result, we first characterized the difficulty of probability learning from the viewpoint of modeling. Next, we taught classes aimed at overcoming the difficulty. Then, we verified the effectiveness of the classes. In addition, we constructed the formation process of various concepts that constitute the probabilistic modeling ability theoretically. And based on this, we presented a proposal for improving the current probability education.

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  • 算数・数学教育における確率カリキュラムの開発に関する研究

    Grant number:18J10445  2018.04 - 2020.03

    日本学術振興会  科学研究費助成事業 特別研究員奨励費  特別研究員奨励費

    石橋 一昴

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    Grant amount:\1500000 ( Direct expense: \1500000 )

    本年度は,次の2点を目的とした。第一に,確率概念の形成過程の規範モデルを構築することである。第二に,構築した規範モデルに基づいて授業の分析と考察を行うことである。
    第一の目的については,前年度の内容を加筆修正することで達成した。前年度では確率概念の数学的側面と解釈的側面のうち,解釈的側面のみに着目してその形成過程を構築した。しかしながら,先行研究の知見から,確率概念の形成は,解釈的側面のみの形成では十分ではなく,それと数学的側面を関連づけなければならないことが示唆された。そこで,確率概念の解釈的側面を軸として,それと数学的側面とを関連づけながら確率概念が形成されていく過程の規範モデルを構築した。
    第二の目的については,前年度に実践した授業を,第一の目的で構築した規範モデルに基づいて分析することで達成した。まず,高校数学Aにおいて実施した授業については,構築した規範モデルのうち,「頻度的な確率解釈から主観的な確率解釈」と,「条件なし確率から条件付き確率」の形成を支援する教材と授業として提案することができた。次に,中学2年生において実施した授業については,構築した規範モデルのうち,「頻度的な確率解釈から主観的な確率解釈」の形成を支援する教材と授業として提案することができた。
    今後の課題は,カリキュラムの構成要素のうち,方法と評価について考察することである。各教科には固有の方法や評価があるように,教科内の単元においても固有の方法や評価があると考える。そのため,本年度で分析と考察を行った授業を,方法と評価の視点から再分析および再考察することで,確率授業に見られる固有の方法や評価を抽出することが有効であると考える。また,方法や評価は規範的枠組みに基づいて設定することも有効であると考える。そのため,規範的に設定した方法や評価を,実際の授業で用いることで,その有効性を検証することも考えている。

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  • 確率の概念形成を支援する単元横断的アプローチの開発研究

    Grant number:18H00115  2018.04 - 2019.03

    日本学術振興会  科学研究費助成事業 奨励研究  奨励研究

    石橋 一昴

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    Authorship:Principal investigator 

    Grant amount:\530000 ( Direct expense: \530000 )

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Class subject in charge

  • Secondary Mathematics Education Method BasicA (2023academic year) 3rd and 4th semester  - 火7~8

  • Secondary Mathematics Education Method BasicB (2023academic year) 3rd and 4th semester  - 火7~8

  • Secondary Mathematics Education Methodology Development(BasicⅠ) (2023academic year) 1st semester  - 月7~8

  • Secondary Mathematics Education Methodology Development(BasicⅡ) (2023academic year) Second semester  - 月7~8

  • Secondary Mathematics Education Methodology Development(AdvancedⅠ) (2023academic year) Fourth semester  - 月1~2

  • Secondary Mathematics Education Methodology Development (AdvancedⅡ) (2023academic year) Fourth semester  - 月3~4

  • Secondary Mathematics Education Methodology (AdvancedⅠ) (2023academic year) Third semester  - 火7~8

  • Secondary Mathematics Education Methodology (AdvancedⅡ) (2023academic year) Fourth semester  - 火7~8

  • Secondary Education Mathematics Lesson Development(BasicⅠ) (2023academic year) 1st semester  - 月7~8

  • Secondary Education Mathematics Lesson Development (BasicⅡ) (2023academic year) Second semester  - 月7~8

  • Secondary Education Mathematics Lesson Development(AdvancedⅠ) (2023academic year) Fourth semester  - 月1~2

  • Secondary Education Mathematics Lesson Development(AdvancedⅡ) (2023academic year) Fourth semester  - 月3~4

  • Secondary Education Mathematics Teaching Methodology (AdvancedⅠ) (2023academic year) Third semester  - 火7~8

  • Secondary Education Mathematics Teaching Methodology (AdvancedⅡ) (2023academic year) Fourth semester  - 火7~8

  • Probability education in school mathematics (2023academic year) 1st semester  - 木7~8

  • Theory and Practice of Educational Evaluation B (2023academic year) Fourth semester  - 木5,木6

  • Development of Teaching-materials and Instructional Design A (2023academic year) Third semester  - 水1,水2,水3,水4

  • Development of Teaching-materials and Instructional Design B (2023academic year) Fourth semester  - 金1,金2

  • The theories of the development of teaching-materials and the instructional desi (2023academic year) 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi (2023academic year) Second semester  - 火3,火4

  • Design and Practice of Subject II(Mathmatics Education) (2023academic year) Second semester  - 金1,金2

  • Seminar in Teaching Profession Practice (Elementary school) (2023academic year) 1st-4th semester  - 水7~8

  • Seminar in Teaching Profession Practice (Elementary school) (2023academic year) 1st-4th semester  - 水7~8

  • Practical Studies in Educational Research (Inquiring Issues/Mathmatics Education (2023academic year) 1st-4th semester  - その他

  • Practical Studies in Educational Research(Verifying Proposals/Mathmatics Educati (2023academic year) 1st-4th semester  - その他

  • Practical Studies in Educational Research I(Analysing Schools) (2023academic year) 1st and 2nd semester  - 金7,金8

  • Practical Studies in Educational Research I (Searching Issues) (2023academic year) 1st and 2nd semester  - 月3,月4

  • Practical Studies in Educational Research II(Proposing Solutions) (2023academic year) 3rd and 4th semester  - 金7,金8

  • Practical Studies in Educational Research II (Solving Issues) (2023academic year) 3rd and 4th semester  - 月3,月4

  • Methodologies of Educational Practical Research IIA(Mathmatics Education) (2023academic year) Third semester  - 木7,木8

  • Methodologies of Educational Practical Research IIB(Mathmatics Education) (2023academic year) Fourth semester  - 木7,木8

  • Teaching Practice of Analysing Problems at School for Middle School Leaders (2023academic year) 1st-4th semester  - その他

  • Teaching Practice for Verification (2023academic year) 1st-4th semester  - その他

  • Teaching Practice for Problem Finding (2023academic year) 1st and 2nd semester  - その他

  • Teaching Practice for Problem Solving (2023academic year) Summer concentration  - その他

  • Secondary Mathematics Education Methodology Development(BasicⅠ) (2022academic year) 1st semester  - 月7~8

  • Secondary Mathematics Education Methodology Development(BasicⅡ) (2022academic year) Second semester  - 月7~8

  • Secondary Mathematics Education Methodology Development(AdvancedⅠ) (2022academic year) Fourth semester  - 月1~2

  • Secondary Mathematics Education Methodology Development (AdvancedⅡ) (2022academic year) Fourth semester  - 月3~4

  • Secondary Mathematics Education Methodology Development A (1) (2022academic year) 1st semester  - 月7~8

  • Secondary Mathematics Education Methodology Development A (2) (2022academic year) Second semester  - 月7~8

  • Secondary Mathematics Education Methodology Development B (1) (2022academic year) Fourth semester  - 月1,月2

  • Secondary Mathematics Education Methodology Development B (2) (2022academic year) Fourth semester  - 月3,月4

  • Secondary Mathematics Education Methodology (AdvancedⅠ) (2022academic year) Third semester  - 火7,火8

  • Secondary Mathematics Education Methodology (AdvancedⅡ) (2022academic year) Fourth semester  - 火7,火8

  • Secondary Mathematics Education Methodology A (1) (2022academic year) Third semester  - 火7,火8

  • Secondary Mathematics Education Methodology A (2) (2022academic year) Fourth semester  - 火7,火8

  • Secondary Education Mathematics Lesson Development(BasicⅠ) (2022academic year) 1st semester  - 月7~8

  • Secondary Education Mathematics Lesson Development (BasicⅡ) (2022academic year) Second semester  - 月7~8

  • Secondary Education Mathematics Lesson Development(AdvancedⅠ) (2022academic year) Fourth semester  - 月1~2

  • Secondary Education Mathematics Lesson Development(AdvancedⅡ) (2022academic year) Fourth semester  - 月3~4

  • Secondary Education Mathematics Teaching Methodology (AdvancedⅠ) (2022academic year) Third semester  - 火7,火8

  • Secondary Education Mathematics Teaching Methodology (AdvancedⅡ) (2022academic year) Fourth semester  - 火7,火8

  • Approaches to Education (2022academic year) 1st semester  - 火1~2

  • Theory and Practice of Educational Evaluation B (2022academic year) Fourth semester  - 木5,木6

  • Development of Teaching-materials and Instructional Design B (2022academic year) Fourth semester  - 金1,金2

  • The theories of the development of teaching-materials and the instructional desi (2022academic year) 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi (2022academic year) Second semester  - 火3,火4

  • Design and Practice of Subject II(Mathmatics Education) (2022academic year) Second semester  - 金1,金2

  • Design and Practice of Subject (Mathmatics Education) (2022academic year) Second semester  - 金1,金2

  • Seminar in Teaching Profession Practice (Elementary school) (2022academic year) 1st-4th semester  - 水7,水8

  • Seminar in Teaching Profession Practice (Elementary school) (2022academic year) 1st-4th semester  - 水7~8

  • Practical Studies in Educational Research (Inquiring Issues/Mathmatics Education (2022academic year) 1st-4th semester  - その他

  • Practical Studies in Educational Research(Verifying Proposals/Mathmatics Educati (2022academic year) 1st-4th semester  - その他

  • Methodologies of Educational Practical Research IIA(Mathmatics Education) (2022academic year) Third semester  - 木7,木8

  • Methodologies of Educational Practical Research IIB(Mathmatics Education) (2022academic year) Fourth semester  - 木7,木8

  • Secondary Mathematics Education Methodology Development(BasicⅠ) (2021academic year) 1st semester  - 月7~8

  • Secondary Mathematics Education Methodology Development(BasicⅡ) (2021academic year) Second semester  - 月7~8

  • Secondary Mathematics Education Methodology Development(AdvancedⅠ) (2021academic year) Fourth semester  - 月1~2

  • Secondary Mathematics Education Methodology Development (AdvancedⅡ) (2021academic year) Fourth semester  - 月3~4

  • Secondary Mathematics Education Methodology Development A (1) (2021academic year) 1st semester  - 月7~8

  • Secondary Mathematics Education Methodology Development A (2) (2021academic year) Second semester  - 月7~8

  • Secondary Mathematics Education Methodology Development B (1) (2021academic year) Fourth semester  - 月1,月2

  • Secondary Mathematics Education Methodology Development B (2) (2021academic year) Fourth semester  - 月3,月4

  • Secondary Mathematics Education Methodology (AdvancedⅠ) (2021academic year) Third semester  - 火7,火8

  • Secondary Mathematics Education Methodology (AdvancedⅡ) (2021academic year) Fourth semester  - 火7,火8

  • Secondary Mathematics Education Methodology A (1) (2021academic year) Third semester  - 火7,火8

  • Secondary Mathematics Education Methodology A (2) (2021academic year) Fourth semester  - 火7,火8

  • Secondary Education Mathematics Lesson Development(BasicⅠ) (2021academic year) 1st semester  - 月7~8

  • Secondary Education Mathematics Lesson Development (BasicⅡ) (2021academic year) Second semester  - 月7~8

  • Secondary Education Mathematics Lesson Development(AdvancedⅠ) (2021academic year) Fourth semester  - 月1~2

  • Secondary Education Mathematics Lesson Development(AdvancedⅡ) (2021academic year) Fourth semester  - 月3~4

  • Secondary Education Mathematics Teaching Methodology (AdvancedⅠ) (2021academic year) Third semester  - 火7,火8

  • Secondary Education Mathematics Teaching Methodology (AdvancedⅡ) (2021academic year) Fourth semester  - 火7,火8

  • Approaches to Education (2021academic year) 1st semester  - 火1~2

  • Theory and Practice of Educational Evaluation B (2021academic year) Fourth semester  - 木5,木6

  • Development of Teaching-materials and Instructional Design B (2021academic year) Fourth semester  - 金1,金2

  • The theories of the development of teaching-materials and the instructional desi (2021academic year) 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi (2021academic year) Second semester  - 火3,火4

  • Practical Studies in Educational Research(Verifying Proposals/Mathmatics Educati (2021academic year) 1st-4th semester  - その他

  • Methodologies of Educational Practical Research IIA(Mathmatics Education) (2021academic year) Third semester  - 木7,木8

  • Methodologies of Educational Practical Research IIB(Mathmatics Education) (2021academic year) Fourth semester  - 木7,木8

  • Secondary Mathematics Education Methodology Development A (1) (2020academic year) 1st semester  - 水3,水4

  • Secondary Mathematics Education Methodology Development A (2) (2020academic year) Second semester  - 水3,水4

  • Secondary Mathematics Education Methodology Development B (1) (2020academic year) Fourth semester  - 月1,月2

  • Secondary Mathematics Education Methodology Development B (2) (2020academic year) Fourth semester  - 月3,月4

  • Secondary Mathematics Education Methodology (AdvancedⅠ) (2020academic year) Third semester  - 火7,火8

  • Secondary Mathematics Education Methodology (AdvancedⅡ) (2020academic year) Fourth semester  - 火7,火8

  • Secondary Mathematics Education Methodology A (1) (2020academic year) Third semester  - 火7,火8

  • Secondary Mathematics Education Methodology A (2) (2020academic year) Fourth semester  - 火7,火8

  • Secondary Education Mathematics Teaching Methodology (AdvancedⅠ) (2020academic year) Third semester  - 火7,火8

  • Secondary Education Mathematics Teaching Methodology (AdvancedⅡ) (2020academic year) Fourth semester  - 火7,火8

  • Approaches to Education (2020academic year) 1st semester  - 火1,火2

  • Theory and Practice of Educational Evaluation B (2020academic year) Fourth semester  - 木5,木6

  • Development of Teaching-materials and Instructional Design B (2020academic year) Fourth semester  - 金1,金2

  • The theories of the development of teaching-materials and the instructional desi (2020academic year) 1st semester  - 火3,火4

  • The theories of the development of teaching-materials and the instructional desi (2020academic year) Second semester  - 火3,火4

  • Practical Studies in Educational Research (Inquiring Issues/Mathmatics Education (2020academic year) 1st-4th semester  - その他

  • Practical Studies in Educational Research(Verifying Proposals/Mathmatics Educati (2020academic year) 1st-4th semester  - その他

  • Methodologies of Educational Practical Research IIA(Mathmatics Education) (2020academic year) Third semester  - 木7,木8

  • Methodologies of Educational Practical Research IIB(Mathmatics Education) (2020academic year) Fourth semester  - 木7,木8

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