SATO Toshihito



IWATE University  Faculty of Education  Mathematics Education 

Mail Address

E-mail address

Graduate School 【 display / non-display

  • 2003.04

    Iwate University  Graduate School, Division of Education  Master's Course  Completed

Campus Career 【 display / non-display

  • 2021.04

    IWATE University   Faculty of Education   Mathematics Education   Associate Professor   [Duty]

Research Areas 【 display / non-display

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


Course Subject 【 display / non-display

  • 2021

    Mathematics Teaching (Elementary School)

  • 2021

    Undergraduate Research

  • 2021

    Seminar in Mathematics Teaching

  • 2021

    Mathematics Teaching 1

  • 2021

    Basic Seminar (For first-year students)

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Published Papers 【 display / non-display

  • Developing lessons on a sample survey to conduct the process of statistical problem solving : Focusing on Inferential Statistics through simulation

        2023.03  [Refereed]

    International Conference Proceedings  Multiple authorship

  • 中学校数学科におけるICTを活用した探究的な学習のための教材開発ー教科書の問題を発展的扱いについて焦点を当ててー


    岩手大学教育学部プロジェクト推進支援事業教育実践研究論文集     2023.03

    Academic Journal  Multiple authorship

  • In the problem-solving process Structure of knowledge about probability and its lesson development:Focus on the Notion of "Equally Possible" in Teaching Probability of junior high school's mathematics

      ( 53 ) 3 - 13   2022.03  [Refereed]

    International Conference Proceedings  Multiple authorship

    The purpose of this study is to clarify the aspect of thinking when students solve the problem
    using Mathematical Probability, by focusing on the understanding of "Equally Possible" and its process of concept formation in the guidance of probability in the second grade of junior high school. We developed lessons to shift from simply knowing the meaning of " Equally Possible " to understanding its effectiveness in mathematically interpreting uncertain events. Therefore, we created a guidance plan setting the same problems in the introduction scene and the terminal scene of teaching probability. By looking back on the way of thinking in solving the problem and by examining two different problem-solving approaches, Statistical Probability and Mathematical Probability, we were able to confirm that students came to understand elementary events with an awareness of "Equally Possible".


Academic Awards Received 【 display / non-display

  • 2014.11

  • 2014.01