著者

杉野本 勇気

出版者

全国数学教育学会

雑誌

数学教育学研究 : 全国数学教育学会誌 (ISSN:13412620)

巻号頁・発行日

vol.17, no.1, pp.53-59, 2011

---

Recently, the lesson plan from a constructivist perspective is central problem of mathematics education. Therefore teachers must have belief from constructivist perspective in mathematical teaching. In this paper I consider the impact of mathematics teacher's view of mathematics on practice. View of mathematics as conception of mathematics has been brought to light by Dossey (1992). Teachers need to take Aristotle's, and Fallibilist's views of mathematics. We can assume the hypothetical teaching trajectory for the way to consider the impact of mathematics teacher's view of mathematics on practice. It is formed the basis for Simon's hypothetical learning trajectory, and thought of the hypotheses about the teacher's prediction as to the path by which learning might proceed. The hypothetical teaching trajectory is also made up of three components: teacher's supposition about the learning goal, the learning activities, and the learning process. In this paper, while considering the factor of mathematics teacher's view of mathematics on practice, I constructed a framework of teacher's belief System based on the View of Mathematics for the hypotheses of these components.