A STUDY ON MATHEMATICS EDUCATION FOCUSED ON MATHEMATICS IN SOCIAL CONTEXT

社会背景下的数学教育研究

• 批准号: 06452384
• 负责人: NAGASAKI Eizo
• 金额: $ 3.33万
• 依托单位: NATIONAL INSTITUTE FOR EDUCATONAL RESEARCH
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (B)
• 财政年份: 1994
• 资助国家: 日本
• 起止时间: 1994 至 1996
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-06452384/
• 关键词: Mathematics education; Context; Textbook analysis; Survey by questionnaires

objectives of this study is to clarify arucial points for considering "mathematics education focused on mathematics in social context", in order to change such children's attitudes as "mathematics does not relate to our life" or "we do not enjoy mathematics".As background of these children's attitudes, we found two points as follows : the first, school teachers do not treat so much practical problems in their mathematics lessons, but parents think that it is important to teach social usefulness of mathematics to their children ; the second, there are many "pure mathematics" problems in Japanese mathematics textbooks, many "real world" problems in American ones and many "pseudo-real world" problems in English ones.Based on this backgrounds, the following basic framework and issues were clarified. In experimental classroom lessons treating real world problems, children vividly tackled mathematics. This means that wa have possibility to change children's attitudes as mentioned above. In N … More etherlands, Australia, U.S.A.and UK,there are some mathematics textbooks that include many real world problems. However, mathematicians in UK pointed that mathematics abilities of upper secondary students were declined in terms of understanding of mathematics concepts and mastering mathematics skills, according to emphasis of application of mathematics or problem-solving learning. Furthermore, specialosts in each areas pointed out as follows : mathematics education focused on mathematics in social context has been not emphasized in Japanese mathematics education ; the ideas that human beings are partially and collectively rational coincide with this type of education ; naturally, mathematics closely relates to society in perspective of science in general ; and we can see a essential mathematics activity through learning by geo-board. Finally we constructed a list of problem situations corresponding mathematics content in order to make "mathematics curriculum focused on mathematics in social content". Less

考虑“在社会背景下数学教育的数学教育”的澄清目的的目标，例如“数学与我们的生活无关”或“我们不喜欢数学”等儿童的态度。作为这些孩子的态度的背景，如下：第一个，学校老师在其数学CS课程中不信任太多问题，但父母认为，向他们的孩子传授数学的社会有用性很重要；英语中的“现实世界”伪真实的问题。基于基本的基本框架和istles进行了分类。在实验中。课堂课程治疗现实世界问题，童趣遇到的数学。上述内容。 ，U.Stbooks教科书教科书教科书教科书Probld s。关注者：对社会背景的数学在日本的数学教育中没有得到强调；数学Currriculum专注于社会内容中的数学”。

项目成果

森園子・長崎栄三・瀬沼花子: "数学教育に対する保護者と教師の意識に関する研究" 日本科学教育学会年会論文集. No.20. 221-222 (1996)

Sonoko Mori、Eizo Nagasaki 和 Hanako Senuma：“家长和教师对数学教育的态度研究”日本科学教育学会年会论文集第 20. 221-222 号（1996 年）。

Yasushi Hisanaga & three others: "Classroom lessons that students appreciate the meating of mathematics" Journal of Japan Society of Mathematical Education. Vol.78 (Supplementary Issue). 379-379 (1996)

久永靖

久永靖史ほか3名: "数学のよさを気づかせる授業" 日本数学教育学会誌臨時増刊. Nol.78. 379-379 (1996)

Yasushi Hisanaga等3人：“让你意识到数学好处的课程”日本数学教育学会杂志增编第78. 379-379号（1996）。

Eizo Nagasaki: "Mathematics education in primary school and contexts" Elementary Mathematics Teaching Today. No.298. 1-1 (1996)

长崎荣三：“小学数学教育及其背景”《今日小学数学教学》。

Shinichiro Matsumoto: "Change of students' way of thinking in mathematical modeling process" Journal of Japan Society of Mathematical Education. Vol.78 (Supplementary Issue). 333-333 (1996)

松本真一郎：《数学建模过程中学生思维方式的改变》日本数学教育学会杂志。