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Developmental research for the awaken of cultural perspective in mathematics

数学文化视角觉醒的发展研究

基本信息

批准号：
14380055
负责人：
ISODA Masami
金额：
$ 3.26万
依托单位：
University of Tsukuba
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2002
资助国家：
日本
起止时间：
2002 至 2004
项目状态：
已结题

项目摘要

According to the original plan in three years for awaken of the cultural perspectives in mathematics, 40 examples for subjects matter to teach mathematic as a part of human cultural work have been developed. 30 articles have been reported at the annual academic meeting and researchers have been invited as plenary speakers or keynote speakers at several international conferences. All of results can be seen on the web site.Students tried to understand the mathematics in original (an English translation or Japanese translation) text. When students are trying to understand it, the position of the writer (partner or speaker) and the reason why he/she descried were presumed. Students had compared historical mathematics with their leaned mathematics. They tried to confirm their presumed understanding is reasonable or not. These activities are known and called as the hermeneutic activity. This activity brings students cultural perspectives of mathematics.Each example has been demonstrated in classrooms for awakening cultural perspective in mathematics and illustrated how students recognized mathematics as a part of culture that had developed through human activity.Examples in last two years used historical tools and mechanics for mathematics.All of examples could be thought in three lesson hours. They aimed to teach mathematics as a part of human activity but did not aim to teach mathematics itself. In each example, students re-understand their known mathematics comparing with historical mathematics by the method of hermeneutics.

根据最初的计划，在三年内唤醒数学中的文化观点，已经开发了40个科目的例子，这些科目将数学作为人类文化工作的一部分进行教学。在年度学术会议上报告了30篇文章，并邀请研究人员在几次国际会议上担任全体发言人或主旨发言人。所有的结果都可以在网站上看到。学生们试图理解原始（英语翻译或日语翻译）文本中的数学。当学生试图理解它时，作者（合作伙伴或发言者）的立场和他/她描述的原因被假定。学生将历史数学与所学数学进行了比较。他们试图证实他们的假定理解是合理的还是不合理的。这些活动被称为解释学活动。是次活动让学生从文化的角度认识数学。每一个例子都在课堂上示范，以唤醒数学中的文化观点，并说明学生如何认识数学是通过人类活动发展起来的文化的一部分。过去两年的例子使用了数学的历史工具和力学。所有的例子都可以在三个课时内思考。他们的目的是教数学作为人类活动的一部分，但并不旨在教数学本身。在每一个例子中，学生都用解释学的方法，通过与历史数学的比较，重新理解他们所知道的数学。