Multi-World Paradigm in Mathematical Learning (1) : An Analysis of Mathematics Classes
Hiroshima journal of mathematics education 8 巻
1-13 頁
2000-03 発行
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| ファイル情報(添付) | |
| タイトル ( eng ) |
Multi-World Paradigm in Mathematical Learning (1) : An Analysis of Mathematics Classes
|
| 作成者 |
Nakahara Tadao
Sasaki Tetsuro
Yamaguchi Takeshi
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| 収録物名 |
Hiroshima journal of mathematics education
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| 巻 | 8 |
| 開始ページ | 1 |
| 終了ページ | 13 |
| 抄録 |
The recent researches of mathematical education are under significant influence of three thoughts including radical constructivism, interactionism, and socioculturism. While they are mutually conflicting theoretically, it should be unavoidable to integrate and coordinate the three thoughts in order to explain the realities of mathematical learning. Nakahara (1997a) calls this view "multi-world paradigm" in mathematical learning. We illustrate two analyses of mathematical learning based on the multi-world paradigm and consider it theoretically. Multi-world paradigm suggests the very important direction for research in teaching and learning mathematics forward because educational phenomena are often complex and can't be reduced to a single theory.
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| NDC分類 |
教育 [ 370 ]
|
| 言語 |
英語
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| 資源タイプ | 紀要論文 |
| 出版者 |
Department of Mathematics Education, Faculty of Education, Hiroshima University
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| 発行日 | 2000-03 |
| 出版タイプ | Version of Record（出版社版。早期公開を含む） |
| アクセス権 | オープンアクセス |
| 収録物識別子 |
[ISSN] 0919-1720
[NCID] AN10444573
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