@article{oai:niigata-u.repo.nii.ac.jp:00026530,
 author = {垣水, 修 and 泉田, 悠貴 and 加賀谷, かおり and 藤崎, 直子 and 松浦, 康平 and 金澤, 茉依子},
 issue = {1},
 journal = {新潟大学教育学部研究紀要 自然科学編, 新潟大学教育学部研究紀要 自然科学編},
 month = {Oct},
 note = {In today's world, technology changes quickly and continuously, and people are faced with complicated situations in various scenarios. In such a society, people need to continue studying throughout their whole life. Children have to establish the role of the study of mathematics in and for their life. The OECD has engaged in a Programme for International Student Assessment (PISA) regarding students' study achievement every three years since 2000. The purpose of this achivement test was to measure how much students are mastering the knowledge and skills needed for their future life after compulsory education. The definition of mathematical literacy in PISA is as follows. "Capability to find and understand the role which mathematics plays in the world. Capability to judge based on a positive mathematical basis. Capability to be engaged in mathematics." On the other hand, from the DeSeCo project, the OECD performed a study on a new domain of competencies, and has proposed a framework of "key competencies for a successful life and a well-functioning society." We researchers, thought it important to consider lessons and teaching materials based on the concept of key competency and in the process studied about how the lesson and study materials of mathematics develop the power to consider. The function of teaching materials is to refresh growth precesses. Education is re-systematizing of experiences which increase the capability to assign the meaning to the experience and to orient the course of a subsequent experience. We think that it is important to give children experience in which they perform analysis and discernment. Moreover, for solution of a problem, it is important to have an exact and comprehensive insight. We performed examinations from various perspectives regarding the achievement test of PISA and hte concept of key competency and on this basis practiced it by creating a lesson for junior high school mathematics for students to develop the power to consider. In this paper, we consider how the view of key competency should be utilized for lesson or teaching-materials development. Furthermore, we consider the design for lesson practice and analyze the practice results.},
 pages = {1--12},
 title = {キー・コンピテンシーの概念に基づいた考える力をはぐくむ中学校数学科の授業},
 volume = {1},
 year = {2008}
}