Research on Development of Mathematics Teaching-Materials for the Deaf to Realize an Emergence Process of the Communication

作为这项研究的结果，我们提出的教训是把学习的责任留给孩子。这种类型的课程需要一个新的视角，让孩子们通过交流重新发明数学。并以此教材观探讨教材向新数学方向发展的问题。交往的涌现过程观的价值在于它揭示了埋藏在传统教学过程中的数学所特有的机制，明确了数学学习的本质是涌现的认知过程。通过对聋校或听力学校的实证研究，阐明了以交往的发生过程为视角重构教材的必要性和重要性，实现了新的教学目标、教材内容和教学方法。

As a result of this research, the lesson which we propose leaves the responsibility for learning to children. Such a type of lesson demands a new view for teaching-materials that children re-invent mathematics through communication. The development of teaching-materials toward a new mathematics will be approached by adopting this teaching-materials view. The viewpoint of the emergence process of communication is valuable because of it reveals the mechanism peculiar to mathematics buried in the conventional lesson process, and it makes clear the essence of learning of mathematics as the cognitive process of emergence. By adopting this new viewpoint of the emergence process of communication, the new target, contents of teaching-materials, and teaching method were actualized, and the necessity and importance of reconstructing teaching materials from the viewpoint of emergence were clarified by this empirical research in hearing-impaired schools or hearing schools.