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広島大学教育ヴィジョン研究センター 教育の専門家ユニット(研究者クラスタ)・教授

小山正孝
Masataka Koyama

 私の専門は,教科教育学(数学教育学・数学教育方法学・数学教育心理学)です。2016年5月に教育学研究科長に就任して以来,教育ヴィジョン研究センター(EVRI)を立ち上げることを強く望んでいました。そのEVRIが2017年に広島大学研究拠点に採択され,活発な活動を開始できたことを大変うれしく思っています。EVRIを基軸として,グループで教育,研究,社会貢献のすべてにわたって,教育学研究科・教育学部独自の様々な活動を企画・立案,実行し,その成果を広く国内外に発信していくことに貢献したいと思います。

Brief Bio:
Masataka Koyama has been Professor of Mathematics Education since 2007 and the Dean of Graduate School of Education and School of Education since 2016 at Hiroshima University, Japan. He received his B.Ed., M.Ed., and Ph.D. in Education from Hiroshima University. His major scholarly interests are mathematical understanding, international comparative study on students’ mathematical attainments, mathematics teachers’ professional development, and school mathematics curricula and textbooks. He has been actively involved in both the international activities such as ICME, EARCOME, and PME for improving mathematics education and the national activities for society of mathematics education and teachers’ professional development through lesson study of mathematics in primary and secondary schools.

研究業績Research Results

【著書】
★小山正孝著(2010)『算数教育における数学的理解の過程モデルの研究』,聖文新社(株),pp.1-504.
・小山正孝「理解」,日本数学教育学会編『数学教育学研究ハンドブック』,東洋館出版社(株),pp.326-336,2010年12月.
・小山正孝編著(2014)『中等数学教育』(教師教育講座 第14巻),協同出版(株),pp.1-343.
・小山正孝(2015)「教科の本質を踏まえた授業づくり―事象を数量・図形に着目してとらえる力を育てる算数・数学科―」,日本教科教育学会編『今なぜ,教科教育なのか―教科の本質を踏まえた授業づくり―』,文溪堂(株),pp.50-55.
・Koyama, M. (2010). Mathematics curriculum in Japan. In F. K. S. Leung and Y. Li (Eds.), Reforms and issues in school mathematics in East Asia: Sharing and understanding mathematics education policies and practices, The Netherlands: Sense Publishers, pp.59-78.
・Koyama, M. (2013). Insights from students’ process of understanding mathematics for nurturing reflective learners. In Kaur, B. (Ed.), Nurturing reflective learners in mathematics. Singapore: World Scientific, pp.269-288.
・Wong, K. Y., Koyama, M. and Lee, K-H. (2013). Mathematics curriculum policies: A framework with case studies from Japan, Korea, and Singapore. In Y. Li and G. Lappan (Eds.), Mathematics curriculum in school education, The Netherlands: Springer, pp.79-91.
★Koyama, M. and Lew, H-C. (2017). Pre-service teacher training for secondary school mathematics in Japan and Korea. In Son, Ji-Won, Watanabe, Tad, and Lo, Jane-Jane (Eds.), What matters? Research trends in international comparative studies in mathematics, The Netherlands: Springer, pp.145-164.
・Koyama, M. and Lew, H-C. (2017). Pre-service teacher training for secondary school mathematics in Japan and Korea. In Son, Ji-Won, Watanabe, Tad, and Lo, Jane-Jane (Eds.), What matters? Research trends in international comparative studies in mathematics, The Netherlands: Springer, pp.145-164.

【論文】
・Okazaki, M. and Koyama, M. (2005). Characteristics of 5th graders’ logical development through learning division with decimals, Educational Studies in Mathematics, 60, 217-251.
・Koyama, M. (2008). Japanese doctoral programs in mathematics education: Academic or professional. In R. Reys and J. A. Dossey (Eds.), U.S. Doctorates in mathematics education: Developing stewards of the discipline. CBMS Issues in Mathematics Education, USA: American Mathematical Society, 15, 195-201.
・Thompson, D. R., Kaur, B., Koyama, M. and Bleiler, S. K. (2013), A longitudinal view of mathematics achievement of primary students: case studies from Japan, Singapore, and the United States, ZDM Mathematics Education, 45(1), 73-89.
★Koyama, M. (2015a). Seeking high quality collaboration and reflection: A lesson study on primary school mathematics, Proceedings of the 7th ICMI-East Asia Regional Conference on Mathematics Education, 1, 105-116.
・Koyama, M. (2015b). Current trends and issues on mathematics curriculum revision in Japan, Proceedings of the 2015 Joint Conference of Korean Mathematics Education Societies, 2, 79-102.
★Koyama, M. (2016). Dynamic cycle driven by the dialectic cycle of two complementary reflections in lesson study on school mathematics, Proceedings of the PME 40 Conference, 1, 35-50.
・Kazuya Kageyama & Masataka Koyama. (2018). Individual and collective aspects of students’ mathematical noticing. In Hsieh, F.-J. (Ed.), Proceedings of the 8th ICME-East Asia Regional Conference on Mathematics Education, 1, 485-492. Taipei, Taiwan: EARCOME. 2018.
・久冨洋一郎,小山正孝.(2018).「高等学校数学科における単元末にパフォーマンス評価を取り入れた学習指導の実践的研究―生徒と教員によるルーブリックを用いたレポートの質的評価の分析を通して―」,全国数学教育学会誌『数学教育学研究』,第24巻第2号,pp.37-49.
Masataka Koyama. (2019). Framework of a dynamic cycle for promoting the professional development of mathematics teachers and educators in the lesson study of school mathematics. Japan Academic Society of Mathematics Education Hiroshima Journal of Mathematics Education, Vol.12, pp.33-48.
・Go Nakamura and Masataka Koyama. (2018).A cross-tools Pirie-Kieren model for visualizing the process of mathematical understanding. Hsieh, F. -J. (Ed.), (2018). Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Vol.2, Taiwan: Taipei International Convention Center, pp.154-165.
・Ippo Ishibashi, Masataka Koyama and Kazuya Kageyama. (2018).Factors affecting difficulty of conditional probability in the Japanese probability curriculum. Hsieh, F. -J. (Ed.), Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Vol.1, Taiwan: Taipei International Convention Center pp.469-477.

【雑誌】
・小山正孝(2017)「新しい「図形」領域における数学的な見方・考え方をどうとらえるか」,『新しい算数研究』,563号,pp.4-pp.7.

【発表】
・Koyama, M., (2015). Current trends and issues on mathematics curriculum revision in Japan. Invited Lecture at the 2015 Joint Conference of Korean Mathematics Education Societies. Korea: Konkuk University, Seoul, May 1-2, 2015.
・Koyama, M., (2015). Seeking high quality collaboration and reflection: A Lesson Study on primary school mathematics. Invited Lecture at the 7th ICMI-EARCOME Conference. Philippine: Waterfront Hotel, Cebu City, May 11-15, 2015.
・Koyama, M., (2016). Dynamic cycle driven by the dialectic cycle of two complementary reflections in lesson study on school mathematics. Plenary Lecture at the PME 40 Conference. Hungary: Szeged, August 3-7, 2016.
・Koyama, M., (2016). Two-axis process model for teaching and learning of school mathematics. Invited Lecture at the ICME-13 Conference. Germany: Hamburg, July 24-31, 2016.
・小山正孝(2017)教育と研究における学際性の促進:EVRIを事例として, 小山 正孝, 第2回研究大学における教育学部長国際フォーラム,招待,英語,北京大学教育学院,中国北京市,2017年10月21日.
・Koyama, M., (2018). Dynamic cycle driven by the dialectic cycle of two complementary reflections in lesson study on school mathematics, International Mathematics Education Colloquium – Asian Chapter,招待,英語,韓国教員大学,韓国,2018年2月6日.
・Masataka Koyama. (2018). Characteristics of organization of the courses of study and guidebooks for mathematics in Japan. Hsieh, F. -J. (Ed.), Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Vol.1, pp.83-95, Taiwan: Taipei International Convention Center, May 7-11, 2018.(招待講演)
・Ippo Ishibashi, Masataka Koyama and Kazuya Kageyama. (2018).Factors affecting difficulty of conditional probability in the Japanese probability curriculum. Hsieh, F. -J. (Ed.), Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Vol.1, pp.469-477, Taiwan: Taipei International Convention Center, May 7-11, 2018.
・Go Nakamura and Masataka Koyama. (2018).A cross-tools Pirie-Kieren model for visualizing the process of mathematical understanding. Hsieh, F. -J. (Ed.), Proceedings of the 8th ICMI-East Asia Regional Conference on Mathematics Education, Vol.2, pp.154-165, Taiwan: Taipei International Convention Center, May 7-11, 2018.
・Masataka Koyama. (2019). Problem solving approach and lesson study for professional development of mathematics teachers and educators in Japan. The Mico International Mathematics Teaching Summit 2019, Jamaica: Jamaica Pegasus Hotel in Kingston, March 25-27, 2019.(招待講演).
・Masataka Koyama(2018)Chair of TSG 40 (Research and Development on Mathematics Curriculum) of ICME 14, Shanghai,(2020年7月に上海で開催予定の世界最大規模の第14回数学教育国際会議(ICME 14)の国際プログラム委員会(IPC)による選考の結果)ICMI Japan Representative (数学教育国際委員会(ICMI)日本代表),July 12-19, 2020.

【その他、報告書や翻訳等】
・小山正孝(2017)「巻頭言」,広島大学大学院教育学研究科紀要,第一部,学習開発関連領域,66号.
・草原和博・木下博義・松宮奈賀子・川合紀宗・三好美織・影山和也・川口広美・棚橋健治・山元隆春・間瀬茂夫・兼重昇・永田良太・岩田昌太郎・井戸川豊・吉田成章・森田愛子・桑山尚司・大坂遊・吉川友則(2018)「教育ヴィジョン研究センターの企画・運営戦略に関する研究(2)」,大学院教育学研究科共同研究プロジェクト報告書,16巻,pp.69-76.

研究テーマ・研究関心Research Concern

数学理解過程の研究
数学科授業構成の研究
算数・数学科カリキュラムの研究
数学科教員養成の研究
算数・数学科授業研究

mathematical understanding, international comparative study on students’ mathematical attainments, mathematics teachers’ professional development, school mathematics curricula and textbooks, Lesson study of mathematics in primary and secondary schools



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