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ID 30095
本文ファイル
著者
NDC
教育
抄録(英)
In the development of a new curriculum whose focus is mathematical activity as signified, the verb as its signifier should be a center of consideration. This is why the proposed curriculum is named verb-based. In mathematics education, an activity deepens itself in a recursive manner through symbolization of activity. Bishop (1991) has widened this concept of activity and claimed that each culture has developed its own mathematics through six universal activities. The verb-based curriculum intends to make use of these cultural activities.

The overall theme of the series of researches concerns the international cooperation in mathematics education especially with Kenya as a leading country on the African continent. In the development of the verb-based curriculum, the authors have this concern, with resonance of mathematics educators such as D'Ambrosio (1985), Gerdes (1990), Nebres (1988) in the developing countries, who have proposed cultural perspectives of mathematics education. And the target of this paper was the analysis of the Japanese course of study at the primary level, and the verbs in it were collected and analyzed. As a result, it has shown the structure of mathematical activities under the theory of internalization.
掲載誌名
International Journal of Curriculum Development and Practice
3巻
1号
開始ページ
65
終了ページ
75
出版年月日
2001-03
出版者
日本教科教育学会
ISSN
1344-4808
NCID
言語
英語
NII資源タイプ
学術雑誌論文
広大資料タイプ
学術雑誌論文
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2001 日本教科教育学会
部局名
国際協力研究科