派遣前訓練が始まりました

こんにちは

M1　高木梓です。

10月1日より、青年海外協力隊の技術補完研修、派遣前訓練に参加するべく福島は二本松に来ています。

　夏休み期間は研究室で訓練の事前課題をしつつ、現地での研究に向けて準備を行っていました。どのように子どもたちの思考を可視化できるかといった研究方法についての先行研究を調べたり、そもそも子どもたちの発達段階に応じた数概念獲得のプロセスとはどのようなものなのかを調べたりしていました。その中で、日本の学習指導要領がどれほど多岐にわたって検討されているか、また、教科書に意図されている活動の緻密さに気付くことができました。今後はザンビアのカリキュラムや教科書を再度分析し、問題点の所在を数概念形成という観点で明らかにしていきたいと考えています。　

　訓練では、現在語学の勉強と、どのように授業を作るのかということについての勉強もしています。英語での模擬授業がこの７０日間の訓練で6回ほど予定されています。これからより本格化していくので、頑張りたいと思います。

　4週間の研修・訓練を経て思うことは、IDECで学んでからここに来ることができて本当に恵まれているなということです。現地で何をしなければならないのか、どのような視点で実態把握を行い、授業をつくり、同僚の先生方と協力しあうのかなど明確なイメージを持ちながら訓練に臨むことができているのも、半年間、算数・数学教育や教育開発を学んできたからだと思います。

　研究についてはこの70日間では多くのことはできないので、検査・調査の方法を中心にして考えていく予定です。

年末か年始には研究室に足を運ぶ予定です。

研究室のみなさんが恋しくてたまらない高木でした。

Introduction

My name is Ijlal Eltahir Ibrahim Ahmed  am From SUDAN  this October I became Master student in International Development and cooperation Graduate school  Baba Sensei laboratory.

 when I was decide to get a master's degree in education development department of Mathematics education to gain more knowledge and experience (other than just teaching classes) in order to work in a variety of settings also to have new skills and exercises different experience from my country  that can improve my ability to do my best work and better position for more opportunities for advancement in my career.

It also will give me access resources that one may not readily be aware, I decided to pursue my master because of the way of teaching mathematics.

On the other hand I would like to further my knowledge about the education in order to share that knowledge with more people, whether as a trainer or a teacher .

Besides the degree, grad school can be a good place to network with professionals from a range of fields. Seize the opportunity to not only learn from my professors, but also my classmates what are their areas of expertise, what trends do they foresee in their fields, and how can I collaborate?

On the other hand, a master degree is not the only option for professional development, but also continuing education and certificate programs to meet the specific needs of working as professionals I wish to supplement or complement my skill set in an affordable and flexible manner.

 

Coming soon

新入生の自己紹介，M1堀内さんによるフランス短期留学の報告，M1髙木さんによる研修の報告は，しばしお待ちください。
乞うご期待あれ。

久しぶりの西条。馬場研。

お久しぶりです。益子です。

2013年7月から2015年6月までザンビアで理数科教師として活動し、2年ぶりに馬場研に戻ってきました。そして久しぶりの馬場研ブログです。

 

久しぶりに西条に帰ってきて、西条駅がかなり進化を遂げていたことに驚いていたのですが、それ以外は以前と変わらない雰囲気で安心しました。

 

けど西条の見方が少し変わりました。2年前、東京から引っ越してきたということもあり西条は田舎だなーと思っていましたが、ザンビアから帰ってきた今感じるのは、西条はコンビニもあれば駅もある、ザンビアのスーパー、ショップライトより大きいスーパーのゆめタウンもある。マックもミスドも。道路も土じゃなくコンクリート。バスも時間通り来る。水は井戸でなく水道から。Amazonで注文したらすぐ届く・・・。

 

もう十分過ぎます。快適すぎて他に何もいらないくらい。西条は大都会です。

 

馬場研は戻ってきたら懐かしさよりも新鮮な感覚がありました。

というのも研究室のメンバーも新井さん以外初めて会う人たちで、研究室も7階から5階に代わっていたりと、改めて馬場研に入学した気分です。

 

西条も馬場研も2年前にいた場所なのに、それまでの景色と今ではだいぶ変わりました。面白いです。

 

そんな西条も馬場研にいるのもあと半年もないので、忙しいとは思いますがここでの生活を楽しみたいと思います！

 

 

修論・・・、頑張ります！

 

 

 

新セメスターのご挨拶

失礼します。2015年度後半戦が始まりました。「始まった」といっても，カンボジアからのトンさんがマスターを修了してお別れをしたところで，ある意味では「終わった」と言ってもよいかもしれません。しかし，「始まった」ことを示すかのように，新しくスーダンからの新メンバー，そしてザンビアから帰国された益子さんを迎え，新体制として10月からスタートを切りました。

新しく入った（帰ってきた）2名の紹介を少しだけします。

・益子　聡さん
 

　栃木県出身で2年間のザンビアプログラムを終え，修論に向けて励んでいます。（詳細は後日益子さんにして頂きます）

・Ijlal Eltahir Ibrahim Ahmedさん

　スーダンからいらっしゃいました。これまでも日本で生活したことがあるようです。（詳細は後日イジュアルさんにして頂きます）

広島では季節の変わり目を感じる時期となりました。お昼はまだまだ暑さが残る夏の日差し，夜は冬が夏のポジションを狙うような寒い風，といった具合です。非常に風邪を引きやすい季節ですので，ブログをご覧になって下さっている皆様もどうかご注意ください。それでは，後日上記の2人から自己紹介をして頂きますので，乞うご期待あれ。

体育祭を通した子どもと自分

　先日，広島大学附属中・高等学校で体育祭が開催されました。
　僕は昨年度に勤務させて頂いた関係で，非常に愛着を持ち，今年度も行事がある度に足を運んでいます。今年の体育祭のテーマが「つながる」であり，その言葉通り，中学生から高校生，そして教師や保護者を含む観客が全て繋がることによって初めて，体育祭が成り立つんだということを再確認させられました。本校の体育祭は，メディアによる撮影や空撮がされるほどの認知度の高さがあり，非常に有名です。応援団による白熱した応援，全力の笑顔で踊るチア，そして総勢200名弱からなるマスゲーム(mass game)はいわゆる集団行動を応用したもので，言葉で説明できなく，圧巻の一言です。当然ながら僕が1年間指導をした子ども達も高校2年生，高校3年生として参加しており，子ども達が達成感と感動で涙している光景は，そこに青春が反映され，それは僕の青春へと時間の巻き戻しが自動的に行われる程でした。性別も学年も全く関係なく全員が涙するような体育祭に参加できる学校は，他にそれほど多くないことでしょう。僕は本校で勤務させて頂いたことには誇りを持っていますし，子ども達に対しては感謝の意しかありません。ある研究で「教師が明示的に教えるから子どもが学ばない」という旨の論文があるのですが，僕は子ども達と触れ合うことを通して「子どもが暗黙的に教えることは教師が学ぶことへ繋がる」ということを強く感じさせられました。生徒と教師を繋ぐ関係は学習と教授という別次元の関係だけでなく，人間と人間の同次元の関係の方がむしろ大切なのかもしれないことを知りました。
　子ども達と出会うことができ，今後僕が研究者になるのか実践研究者になるのか，という嬉しい悩みを抱えていますが，いずれの選択肢を選ぶにせよ，僕の研究領域である数学教育が子ども達の人間形成に対していかに寄与するのかを常に心に持ち続けながら，日々を邁進していきたいと思います。
　子ども達の今後の躍進を祈念しながら，文章を閉じたいと思います。

PME39に参加して

 この度，PME39(39th Meeting of the International Group for the Psychology of Mathematics Education)に参加しましたので，その報告をします。個人的なことにはなるが，私自身は海外経験が一度もなく，初めての海外経験となりました。私と同年代の人の初めての海外は，旅行で楽しく行くことが多いです。それに対して，私の初めての海外渡航の目的が学会発表ということは少し考えてしまうところでありますが，このことは私の人生にとって，有難く光栄なことであるのでしょう。さて，学会の話に戻るが，PME39はオーストラリアのタスマニア大学で7月13日から18日の6日間にわたって開催されました。私は15日の午前中にプレナリーレクチャーの直後に口頭発表を行いました。座長はワトソン先生にして頂き，初めての発表で緊張する私を応援して下さりました。そのお陰もあり，発表自体も無事に終わり，質問も途絶えることなく，白熱した議論をすることができました。そして，発表が終了してからも，数多くの先生方から声を掛けて頂き，様々なコメント・ご示唆を頂くことができました。

　また，14日の夕食では，ワトソン先生のお宅に招いていただき，タスマニアのうなぎや，ワラビー，羊肉，チーズなど，胃袋がはち切れる程の料理を御馳走になり，日本人以上のおもてなしを感じることが出来ました。ワトソン先生を初めとするご家族や，料理を作って下さったワトソン先生の同僚の方々の極まりの無い温かいお人柄には，感謝してもしきれません。本当に有難うございました。

25年間日本で過ごしてきた私にとって，豊富な自然と明るすぎる位の人柄の良さに感銘を覚えました。最後に，PME39の運営をして下さった関係者方々に感謝の意を述べて，文書を閉じます。有難うございました。

Report on excursion

              Well, on August 1, 2015, my lab members and I under the guidance of Sensei took an excursion to Akinada Island, the connection between Japan and Korea in the long history. We left IDEC at 9:00 AM and we arrived at the target place of the excursion around one hour.  Interestingly, along the road on both right and left sides, we were very happy that we distracted our feelings with the beautiful and lively landscapes. We also saw rice fields which grew naturally and quickly because they had enough fertility and water under the control of their farmers who took care of them carefully, daily, weekly, and monthly. Whereas the mountains looked very beautiful and lively because they were filled in all types of the thick trees, which were conserved by the local authority as well as the government.

More interestingly, we came across the long beautiful bridge, which is about 500 meters long. Through the bridge, I could see many overviews such as cloud, many small islands, and mountains around the sea. Following that long bridge, we also passed through several bridges, but they are not so long as the previous one. However, they are as pretty as the long one and they provided many scenes as well. We saw many boats and ships that some of them were driving and some were parking at the harbours.

While tasting and distracting the landscapes along the roads, we immediately arrived at the place we planned to visit. Firstly, we visited the national and historical parks on the sea sides with beautiful aspects from the seas. At the entrance of the parks, we were checked by the park authority there for the students’ identity cards. Fortunately, international students were free for visiting all parks, called Shoutouen, and long historical temples there.  

The first temple contained many potteries, which were originally made by Japanese 300 or 400 years ago. We were very interesting when we entered the tea room. It was designed in a protocol way for the people when they had discussion with relaxing and drinking tea. At the corner room of that temple, we got beautiful landscapes from that room.

The second temple was Korean, which was new because it was just recently built. It was designed for both national and international delegates and it was treated as like the restaurant. Therefore, there were many kinds of special food, which were very expensive because they were prepared for dignitary people both local and international guests. In that temple, there were many ships and many ceremonies that they celebrated by carrying their emperor or delegate by poles. More interestingly, one picture showed that Korean people celebrated their ceremonies with Japanese, standing at the opposite corners and Korean accompanied their emperor in the middle. This meant Japanese treated them kindly and carefully.    

The third temple interested us altogether; especially for international students, we saw performance scene closed to the sea. The emperor saw the performance from the temple and judged their performance, providing the satisfied present.

The forth temple was about the potteries again. Most of them were brought from Europe 300, 400, or 500 years ago. They were colourful and expensive with many designed patterns.  I was very interesting when I saw the European lamp because it looked modern even though it was built hundred years ago.

The final temple we visited was about how we produced wine and rice. We saw basin water and device to produce the tasteful and famous wine in Japan. I also saw the round rice miller and the rice miller for pedalling.

               Finally, we left the temple for the beautiful mountain. We were happy with fear. 

We were fearful because the car road was around the sea, the valley, and the hill of the mountain. We went up and down the hill and the road was curved and narrow. More terrifyingly, we got lost and we just went straight forward. Happily speaking, we were fortunately called back by Sensei’s car. I really appreciated Fukuda San, who drove carefully with high sense of caution. Finally, we met Sensei safely at the beautiful and lovely peak of the mountain because it looked like paradise that I have never seen such nice landscapes. From that view, we could sightsee the environment that was good-looking and so nice around that area. By looking down, we saw the citizens’ houses and the oranges between the sea and the mountain. The oranges were very famous not only for locality, but also for the whole country of Japan.

 

               After that, it was time to have lunch. We left that mountain for Wakisakaya to have

lunch there. Wakisakaya was a famous restaurant because whoever visited there had lunch. They served many kinds of food like seafood, fishes, and so on. Moreover, we were free with a glass of lemon tea, which was very nice. The lunch time took us around 50 minutes.

               The third historical and remarkable place that I could not forget was the town

Osakishimomijima Miterai. Therefore, after having lunch, we immediately went to visit the tower, which was built into the sea. We distracted the sea water levels and we were windy. Closed to that, there was a house, which was built for the God of the sea, called Srung. We visited many buildings and houses, which represented their own histories, respectively. We interestingly visited the famous clock watch around the world because all broken watches around the world were sent to be repaired there. The shop was so interesting with many brands of watches and the owners looked friendly and helpful. Finally, we went to the house of the God of study. Whoever wanted to be good at studying all types of subjects had to wish there. Most of us prayed for being good at study, including me as well.

Self-introduction as being a master student in Hiroshima University

                  福田です。10月からM2になったムットさんが，昨年自己紹介を書いていなかったことに最近気づいたため，書いて頂きました。どうぞ宜しくお願いします。

                  Well, my name is Keo Muth from Phnom Penh, the capital city of Cambodia. I earned bachelor degree of Mathematics from Royal University of Phnom Penh (RUPP) in 2004. I have taught mathematics at high school level for 9 years. The dream I always had in life is to go to study abroad because I need oversee experiences from developed countries like Japan, Australia, USA, and so on to develop and to improve educational system; especially, in the field of mathematics. My great desire is to explore how mathematics education contributes to the society. There is will, there is way. I finally passed JDS scholarship to study in Japan as my wish.

Teaching task and research are my passion and my goal is to get Khmer's children out of poverty because of the darkness of their illiteracy. I am going to improve my teaching tactics and skills of Mathematics; especially, probability field which has been very much adored by me. I strongly hope I know how to lead and to target students to approach the key points of lessons. I am going to bring my home country the ability and competencies from my study and experiences I earned in Japan to push prosperity and growth for our nation. Moreover, I deeply believe I can produce useful and potential human resources to effectively and efficiently compete with local areas; especially, ASEAN community in order to edify our whole country fame.

Comparing to other courses in mathematics, probability and conditional probability are unique and difficult for students and teachers to understand. Students perform poorly on probability for the national examination and teachers lack meta-cognitive and professional skills for teaching this subject. More interestingly, most teachers not only in Cambodia, but also around the world try to avoid the teaching of this subject. Therefore, research interest is: “Students’ and Pre-service Teachers’ understanding of Conditional Probability in Cambodia”. In the 21^st century, mathematics educators pay much attention to probabilistic and statistical literacy which is much more focused on real life problems. So in this study, I want to investigate and to explore how students and teachers’ understanding of conditional probability contribute to the society.

In conclusion, Japan is a developed, peaceful, and civilized country. Japanese people are friendly, helpful, and critical. The weather is good and comfortable and the food is very secure and safe which I loved them very much. Living here benefits me two things. First, I gain life skills. I live lonely in my apartment that I feel stronger than I did in my home country. I know a lot of Japanese culture because I have many Japanese friends. More interestingly, I joined many international ceremonies like camping, cherry blossom flower, and ASEAN festivals. My second thing is academic life which much interests me. I can work individually and collectively. I individually work hard on research and some coursework.  I can work in group with international students.  I will bring these good experiences and great knowledge to develop my home country. I like living in a challenging, competitive, and innovative world.