A Research on the Validity and Effectiveness of "Two-Axes Process Model" of Understanding Mathematics at Elementary School Level

Koyama Masataka

Hiroshima journal of mathematics education

The understanding mathematics in the process of teaching and learning school mathematics has been a main issue buckled down by some researchers in PME. Koyama (1992) discussed basic components that are substantially common to the process models, and presented the so-called "two-axes process model" of understanding mathematics as a useful and effective framework for mathematics teachers. This research focuses on examining the validity and effectiveness of this model. By analyzing data collected in the case study of third grade mathematics class in a national elementary school, the validity and effectiveness of the "two-axes process model" of understanding mathematics is exemplified. The teaching and learning of mathematics that enables children to understand mathematics deeply and in their meaningful way is characterized as a dialectic process of individual and social constructions. The important teacher's roles are also suggested.

教育 [ 370 ]

英語

Department of Mathematics Education, Faculty of Education, Hiroshima University

[ISSN] 0919-1720

[NCID] AN10444573