Developmental research for the awaken of cultural perspective in mathematics

根据“唤醒数学的文化视角”的计划，在3年内，已经开发了40个作为人类文化工作的一部分的数学教学科目。在年度学术会议上报告了30篇论文，并邀请研究人员在若干国际会议上作为全体会议发言人或主题发言人。所有的结果都可以在网站上看到。学生们试图理解原文（英语翻译或日语翻译）中的数学。当学生试图理解它时，假定作者（搭档或说话者）的立场和他/她描述的原因。学生们将历史数学与所学数学进行了比较。他们试图证实他们假定的理解是否合理。这些活动被称为解释学活动。这个活动带给学生对数学的文化视角。每个例子都在课堂上进行了演示，以唤醒数学中的文化视角，并说明学生如何将数学视为通过人类活动发展起来的文化的一部分。近两年的例子使用了历史工具和力学的数学。所有的例子都可以在三个小时内完成。他们的目的是把数学作为人类活动的一部分来教授，而不是教数学本身。在每个例子中，学生通过解释学的方法与历史数学进行比较，重新理解他们已知的数学。

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.