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ID 29637
file
creator
NDC
Education
abstract
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.
journal title
Journal of International Development and Cooperation
volume
Volume 3
issue
Issue 1
start page
103
end page
114
date of issued
1997-03-01
publisher
広島大学大学院国際協力研究科
issn
1341-0903
ncid
SelfDOI
language
eng
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School for International Development and Cooperation
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