A study of Multi-World Paradigm in Mathematics Learning

数学学习中的多世界范式研究

基本信息

批准号：
10680276
负责人：
NAKAHARA Tadao
金额：
$ 1.86万
依托单位：
Hiroshima University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
1998
资助国家：
日本
起止时间：
1998 至 2000
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-10680276/
关键词：
Radical constructivism Interactionism Socioculturism Multi-World-paradigm Complementarity

项目摘要

Lately, the mathematical education is under significant influence of three thoughts including radical constructivism, interactionism, and socioculturism and a lot of studies are being conducted on the mathematical education based on each of such paradigms or combinations thereof.They have a common aspect : all of three thoughts view that children's activities play very important roles in mathematical learning, and they position social interaction as an important means in learning. On the other hand, they have distinct differences in any of the views of cognition, language, and learning.However, in the observations and analyses of children's practical activities in mathematical learning, various phases which could be explained by each of the three thoughts are frequently seen at the same class.While radical constructivism, interactionism and socioculturirm, are mutually conflicting theoretically, it is considered unavoidable to integrate and coordinate the three thoughts in order to explain the realities of learning in fair manner. A flexible paradigm is required from a practical point of view that would coordinate them, be mutually complementing, and be beyond common notions.The authors constructed such paradigm and call it the multi-world paradigm in mathematical learning. It contains the three worlds of the radical constructivism, interactionism, and socioculturism. We have tried to study theoretical as well as practical study of mathematical learning based on the multi-world paradigm.

近年来，数学教育受到激进建构主义、互动主义和社会文化主义三种思潮的显着影响，基于这些范式或其组合的数学教育正在进行大量研究。它们有一个共同的方面：都三思认为儿童的活动在数学学习中起着非常重要的作用，他们将社会互动定位为学习的重要手段。另一方面，它们在认知观、语言观、学习观等方面又存在着明显的差异。但是，在对儿童数学学习实践活动的观察和分析中，这三种思想各自可以解释的各个阶段是不同的。虽然激进建构主义、互动主义和社会文化主义在理论上是相互冲突的，但为了公平地解释学习的现实，整合和协调这三种思想被认为是不可避免的。从实践的角度来看，需要一种灵活的范式，使它们协调一致、相互补充、超越共同概念。作者构建了这样的范式，并将其称为数学学习中的多世界范式。它包含激进建构主义、互动主义和社会文化主义三个世界。我们试图研究基于多世界范式的数学学习的理论和实践研究。