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

本研究的目的是要厘清思考“社会情境中的数学教育”的重要性，以改变儿童“数学与我们的生活无关”或“我们不喜欢数学”的态度。第一，学校教师在数学课上没有处理那么多的实际问题，但家长认为向孩子传授数学的社会有用性很重要;第二，日本数学教科书中存在较多的“纯数学”问题，美国数学教科书中存在较多的“真实的世界”问题，英国数学教科书中存在较多的“伪真实的世界”问题。在处理真实的世界问题的实验课堂上，孩子们生动地解决了数学问题。这意味着我们有可能改变孩子们的态度，如上所述。在N ...更多信息 etherlands，澳大利亚，美国和英国，有一些数学教科书，包括许多真实的世界问题。然而，英国的数学家指出，高中学生的数学能力，在理解数学概念和掌握数学技能方面，因著强调数学的应用或解决问题的学习而有所下降。日本数学教育没有重视社会背景下的数学教育，认为人是部分理性和集体理性的观念与这种教育相吻合，自然，数学与社会在科学的总体视野中有着密切的联系，数学教育与社会的关系也是社会背景下的数学教育。通过地理棋盘的学习，我们可以看到一种基本的数学活动。最后构建了与数学内容相对应的问题情境清单，以实现“数学课程关注社会内容中的数学”。少

项目成果

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

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）。

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。