Language Game of School Math

学校数学语言游戏

• 批准号: 02801024
• 负责人: UENO Naoki
• 金额: $ 1.22万
• 依托单位: National Institute for Educational Research
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1990
• 资助国家: 日本
• 起止时间: 1990 至 1992
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-02801024/
• 关键词: Language Game of School; Conversational Analysis Classroom; Reality Monitoring on Math Problem; Everyday Cognition; 授業の談話分析; 学校の言語ゲ-ム

This research that focused upon the 'language game of school math' in the Japanese elementary school showed that almost all the pupils calculated and solved queer problems like "There are four apples and eight oranges. Multiply them and get the answer.," although it was informed in advance that there may be some queer problems in the questionnaire. It is clear that they give very little attention to the reality of given word problems, they think that the math problems can be solved only by following the procedure, and they believe that they never need to be realistic to solve math problems because those are only 'math problems.' These facts shows how and for what this game that is called 'school math' maintained.The data of the comparative research in Nepal are contrastive to those. Math of shopkeepers and farmers in Nepal is different from that of elementary schoolers'. For example, the major response to the unrealistic math word problems like "Punya Bahadur bought 3 buffalos. One buffalo costs 6 cents. How much did Punya pay for 3 buffalos?" is laughing and pointing out that it costs too low. The way of solving math problems are also different from that of schoolers'. When someone was given problem, peoples around him gathered to solve it collectively. This means that it is unnatural situation for them to solve problem individually.The comparative analysis of math using activity between Nepal and Japanese elementary school shows that both kinds of math has its own solving procedures and tools that had developed in different ways. The facts above mentioned shows that the cognitive process of math is socially constructed through participating certain community of practice and interacting as a member of such a community with socio-cultural situation.

这项针对日本小学“学校数学语言游戏”的研究表明，几乎所有的学生都能计算并解决像“有四个苹果和八个橘子”这样的奇怪问题。把它们相乘就得到答案了。，尽管事先已被告知问卷中可能存在一些奇怪的问题。很明显，他们很少关注给定的单词问题的真实性，他们认为数学问题只能通过遵循程序来解决，他们认为他们不需要现实地解决数学问题，因为那些只是“数学问题”。这些事实表明了这个被称为“学校数学”的游戏是如何维持的。尼泊尔比较研究的数据与国外比较研究的数据形成了对比。尼泊尔店主和农民的数学与小学生的数学不同。例如，对于像“Punya Bahadur买了3头水牛”这类不切实际的数学单词问题的主要反应。一头水牛6美分。Punya花了多少钱买了3头水牛？”他笑着指出价格太低了。解决数学问题的方法也不同于学生。当有人遇到问题时，他周围的人会聚集在一起共同解决问题。这意味着他们单独解决问题是不自然的。尼泊尔小学与日本小学数学应用活动的对比分析表明，两种数学都有自己的求解程序和工具，但发展方式不同。上述事实表明，数学认知过程是通过参与一定的实践社区，并作为该社区的一员与社会文化情境互动而社会建构的。

项目成果

Naoki Ueno: "Metaphor of Mathematics and the Language Game of School. (Sugaku no Metaphor to Gakko no Gengo Game) (Metaphor no Shinrigaku, in Japanese)" Psychology of Metaphor, Seishin Shobo. 127-158 (1990)

Naoki Ueno：“数学的隐喻和学校的语言游戏。（Sugaku no Metaphor to Gakko no Gengo Game）（Metaphor no Shinrigaku，日语）”隐喻心理学，Seishin Shobo。

Naoki Ueno: "Situated Cognition. (Joukyou-teki Ninchi, in Japanese)" Annual Review of Japanese Child Psychology. 30. 283-321 (1991)

Naoki Ueno：“情境认知。（Joukyou-teki Ninchi，日语）”日本儿童心理学年度评论。

上野 直樹: "Xタファーの心理学第5章数学のXタファーと学校の言語ゲーム" 誠信書房, 127-158 (1990)

Naoki Ueno：“X-Taffer 的心理学第 5 章数学的 X-Taffer 和学校语言游戏” Seishin Shobo，127-158 (1990)

上野 直樹: "状況的認知" 児童心理学の進歩. 30. 283-321 (1991)

Naoki Ueno：“情境认知”儿童心理学进展 30. 283-321 (1991)。

上野 直樹: "状況的認知と言語ゲ-ム" 教育学研究. 59. 40-44 (1992)

Naoki Ueno：“情景认知和语言游戏”教育研究 59. 40-44 (1992)。