Criterion of Evaluation for Measuring Subjectivity Concept and Verification of the Framework about the Concept Set from the Standpoint of Mathematical Education

数学教育视角下主体性概念衡量评价标准及概念集框架验证

• 批准号: 10680252
• 负责人: KAMADA Tsugio
• 金额: $ 0.9万
• 依托单位: AKITA 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 1999
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-10680252/
• 关键词: Subjectivity; Independence; Cooperation; Value; Conversation; Problem-Solving; Evaluation; Semantic Differential; 価値観; 問題解決性; 雰囲気; コミュニケーション; interview

The term of subjectivity has been playing a center role since 1945's while containing various opinions of what is the school education, and of how we teach mathematics. However, the nature of subjectivity concept is not yet clarified, and has a considerable ambiguity.(1) to determine subjectivity concept which involves some affective variable,(2) to construct framework about subjectivity concept in mathematical learning and teaching process, and (3) to develop the measurement scale to evaluate the subjectivity concept.The subjectivity concept is actively discussed from 1945's to 1955' in the field of the philosophy, literature, and the history study. Many fruitful ideas in previous research were considered in this study, and a decision was made to determine the subjectivity concept. We define subjectivity as the attitude and the practice power of student who positively searches for the truth and value of mathematics in the practice of mathematical activity.Also, this conception is related to some variables, such as independence, cooperation, sympathy, or problem-solving ability. Based on framework about subjectivity concept, two learning and teaching models were constructed in this study. One is learning type to emphasize a social side, centering on a free idea and the conversation. The other one is learning type to emphasize a personal side, putting a mathematical idea forward. A semantic differential scale with 21 bipolar pairs for measuring subjectivity of student in mathematical learning process was composed. This scale consist of five bipolar pairs on independence, on cooperation, on problem-solving ability, and consist of three bipolar pairs on atmosphere of class and depth of thinking.We think this study offers one direction to the research of the subjectivity concept which has been talked up to now ideally in school education.

自1945年以来，主体性一词一直扮演着中心角色，它包含了关于什么是学校教育以及我们如何教数学的各种观点。然而，主体性概念的本质尚不明确，具有相当的模糊性。(1)确定主体性概念，主体性概念涉及一些情感变量；(2)构建数学学与教过程中主体性概念的框架；(3)开发主体性概念评价的测量量表。从1945年到1955年，主体性概念在哲学、文学和历史研究领域得到了积极的讨论。本研究考虑了前人研究中许多卓有成效的观点，并决定确定主体性概念。我们把主体性定义为学生在数学活动的实践中积极寻求数学的真理和价值的态度和实践动力。此外，这种观念与一些变量有关，如独立性、合作、同情心或解决问题的能力。基于主体性概念框架，本研究构建了两种学习与教学模式。一种是学习型，强调社交的一面，以自由的想法和对话为中心。另一种是学习型，强调个人的一面，提出数学思想。编制了21对语义差异量表，用于测量学生在数学学习过程中的主体性。该量表由独立、合作、解决问题能力的五对双极性组成，由课堂氛围和思考深度的三对双极性组成。我们认为，本研究为目前在学校教育中一直被讨论的主体性概念的研究提供了一个理想的方向。