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ID 29637
本文ファイル
著者
NDC
教育
抄録(英)
In a programmatic discussion to establish mathematical education as a scientific discipline in the early 1970s in Europe, we could point out the academical construction rationale of Object-Method-Problem in mathematical education and the dialectical innovation perspective of Practice vs. Theory in it. It also follows that both are complementary to each other in research of mathematical education.

Based on the dialectical innovation perspective, it is reported that the research of mathematical education in Japan had begun with the reform movement of mathematical education and it has been institutionalized gradually for a scientific discipline after the modernization movement of it.

From the dialectical innovation perspective, Wittmann, E. introduces "Design Science" into Didactics of Mathematics. He succeeds in clarifying both structure and core of it. If, however, each component of the core is peculiar to Didactics of Mathematics, their peculiarity must be explained by "Design Science". But it has not had such capability because originally it is not a science for education. There must be educational idea or an awareness of issues which integrates each component of the core. We seek it in the transition between elementary education and secondary education. Based on this idea, each of them could be an issue in Mathematics Didactics in the proper meaning of these words.
掲載誌名
国際協力研究誌
3巻
1号
開始ページ
103
終了ページ
114
出版年月日
1997-03-01
出版者
広島大学大学院国際協力研究科
ISSN
1341-0903
NCID
SelfDOI
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
部局名
国際協力研究科
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