A STUDY ON MATHEMATICS EDUCATION FOCUSED ON MATHEMATICS IN SOCIAL CONTEXT

本研究的目的是澄清“社会背景下的数学教育”的重点，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。作为这些孩子态度的背景，我们发现了两点：第一，学校老师在数学课上没有过多地处理实际问题，而家长认为向孩子传授数学的社会有用性很重要；第二，日本数学教科书中有许多“纯数学”问题，美国数学教科书中有许多“真实世界”问题，英国数学教科书中有许多“伪真实世界”问题。在此背景下，明确了以下基本框架和问题。在处理现实问题的实验课堂上，孩子们生动地解决了数学问题。这意味着如上所述，我们有可能改变孩子们的态度。在荷兰、澳大利亚、美国和英国，有一些数学教科书包含许多现实世界的问题。然而，英国数学家指出，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有所下降，强调数学的应用或解决问题的学习。此外，各领域的专家指出：日本的数学教育没有重视社会背景下的数学教育；人类具有部分理性和集体理性的观念与这种教育相一致；自然地，从一般科学的角度来看，数学与社会密切相关；通过地板书的学习，我们可以看到一个重要的数学活动。最后构建了与数学内容相对应的问题情境列表，以期使“数学课程注重数学社会内容”。少

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