Teruhiko Fukaya
Biographic Data
| ID | 92723 |
|---|---|
| NAME | Teruhiko Fukaya |
| GIVEN NAMES | Teruhiko |
| FAMILY NAME | Fukaya |
| SIGNATURE | FUKAYA T |
| AFFILIATIONS | Hiroshima University |
| ORCID | 0000-0002-8426-3187 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
A systematic review and meta-analysis of intervention studies on mathematics and science pedagogical content knowledge
Pedagogical content knowledge (PCK) has been considered as professional knowledge that teachers need to effectively instruct students. Empirical studies have been conducted to enrich teachers' PCK through interventions such as professional development programs. In this study, we conducted a systematic review and meta-analysis of studies about PCK interventions and their quantitative evaluation among mathematics or science teachers at the elementa…
Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers
Pedagogical content knowledge (PCK) is one form of teachers’ professional knowledge in subject teaching, and teachers’ rich PCK enables effective instruction and improves students’ academic performance. However, there has been limited research on the relationships of individual difference characteristics of teachers to PCK among in-service elementary school teachers. Therefore, in addition to the demographic variables (gender and years of teachin…
Differences and Relationships Between Teachers' Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan
Existing meta-analyses have shown that active learning strategies are effective in improving students' learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about …
Spontaneous use of PCK to teach mathematics among elementary school teachers
Does a self-report questionnaire predict strategy use in mathematical problem solving among elementary school children? Importance of question format depending on the grade
Predicting the actual performance of strategy use with self-report questionnaires is difficult, especially among elementary school children. Nevertheless, due to the simplicity of self-report questionnaires, it is desirable to identify one that can predict children’s performance of actual strategy use. This study investigated whether a self-report questionnaire on the frequency of using a diagram strategy in mathematical problem-solving can predi…
An Examination of Related Factors of Mathematical Pedagogical Content Knowledge in Elementary School Teachers
We examined the relationship between pedagogical content knowledge (PCK) test scores and elementary school teachers’ psychological variables, conceptions of teaching and learning and test utilization strategy, for mathematics. Through a web-based survey, participants responded to a six-item descriptive PCK test and to inventories of conceptions of teaching and learning and test utilization strategy. Data from 297 elementary school teachers were a…
An articulatory examination of word-final flapping at phrase edges and interiors
Formulations of flapping as a symbolic phonological rule suggest clear articulatory differences between flaps and stops, and often offer no overt explanation for why phrase boundaries should block the alternation. The present study explores the articulatory foundation of the distinction between flaps and non-flaps in word-final position. We examine kinematic and acoustic data for these articulations in phrase-final and phrase-medial positions and…
An articulatory examination of word-final flapping at phrase edges and interiors
Formulations of flapping as a symbolic phonological rule suggest clear articulatory differences between flaps and stops, and often offer no overt explanation for why phrase boundaries should block the alternation. The present study explores the articulatory foundation of the distinction between flaps and non-flaps in word-final position. We examine kinematic and acoustic data for these articulations in phrase-final and phrase-medial positions and…
An articulatory examination of word-final flapping at phrase edges and interiors
Formulations of flapping as a symbolic phonological rule suggest clear articulatory differences between flaps and stops, and often offer no overt explanation for why phrase boundaries should block the alternation. The present study explores the articulatory foundation of the distinction between flaps and non-flaps in word-final position. We examine kinematic and acoustic data for these articulations in phrase-final and phrase-medial positions and…
An Examination of Related Factors of Mathematical Pedagogical Content Knowledge in Elementary School Teachers
We examined the relationship between pedagogical content knowledge (PCK) test scores and elementary school teachers’ psychological variables, conceptions of teaching and learning and test utilization strategy, for mathematics. Through a web-based survey, participants responded to a six-item descriptive PCK test and to inventories of conceptions of teaching and learning and test utilization strategy. Data from 297 elementary school teachers were a…
Spontaneous use of PCK to teach mathematics among elementary school teachers
Does a self-report questionnaire predict strategy use in mathematical problem solving among elementary school children? Importance of question format depending on the grade
Predicting the actual performance of strategy use with self-report questionnaires is difficult, especially among elementary school children. Nevertheless, due to the simplicity of self-report questionnaires, it is desirable to identify one that can predict children’s performance of actual strategy use. This study investigated whether a self-report questionnaire on the frequency of using a diagram strategy in mathematical problem-solving can predi…
A systematic review and meta-analysis of intervention studies on mathematics and science pedagogical content knowledge
Pedagogical content knowledge (PCK) has been considered as professional knowledge that teachers need to effectively instruct students. Empirical studies have been conducted to enrich teachers' PCK through interventions such as professional development programs. In this study, we conducted a systematic review and meta-analysis of studies about PCK interventions and their quantitative evaluation among mathematics or science teachers at the elementa…
Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers
Pedagogical content knowledge (PCK) is one form of teachers’ professional knowledge in subject teaching, and teachers’ rich PCK enables effective instruction and improves students’ academic performance. However, there has been limited research on the relationships of individual difference characteristics of teachers to PCK among in-service elementary school teachers. Therefore, in addition to the demographic variables (gender and years of teachin…
Differences and Relationships Between Teachers' Pedagogical Beliefs and Teaching Strategies Used at Different School Levels in Japan
Existing meta-analyses have shown that active learning strategies are effective in improving students' learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about …
Mathematics education (5 works) · Psychology (5 works) · Mathematics Education and Teaching Techniques (4 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Pedagogy (3 works) · Teacher Education and Leadership Studies (3 works) · Mathematics (2 works) · School teachers (2 works) · Teaching method (2 works)