著者

佐藤 英二

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.35, pp.295-303, 1995-12-20

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This paper takes into consideration of the separation of 'gaku'(science) and 'jut su'(art), by examining the controversy about the Japanese for "Arithmetic" in "Yakugokai (translation committee)" of "Tokyo-sugaku-kaisya". "Yakugokai" decided "Aritmetic" should be translated into "san-jutsu" in place of "sansu-gaku". This decision has been interpreted as a result of the persuasive speeches of Dairoku Kikuchi, a professor of University of Tokyo, who claimed that "Arithmetic" was not 'gaku'as a science but 'jutsu'as an art. This paper reexamines this interpretation by illuminating the implicit efforts of traditional Japanese mathematicians, who intended to regard 'gaku'and 'jutsu'as continuous according to their traditional culture. The conflicts in "Yakugokai" resulted in the impermeable gulfs between the science of computation and the art of computation, and also between systematic knowledge in academy and learning at school in Japan.

著者

佐藤 英二

出版者

日本数学教育史学会

雑誌

数学教育史研究 (ISSN:13470221)

巻号頁・発行日

vol.17, pp.25-32, 2017 (Released:2022-03-10)

著者

佐藤 英二

出版者

一般社団法人 日本教育学会

雑誌

教育学研究 (ISSN:03873161)

巻号頁・発行日

vol.62, no.4, pp.348-357, 1995-12-30 (Released:2009-01-13)

参考文献数

34

著者

佐藤 英二

出版者

日本数学教育史学会

雑誌

数学教育史研究 (ISSN:13470221)

巻号頁・発行日

vol.11, pp.1-11, 2011 (Released:2022-03-10)

被引用文献数

1

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Hiraku Tohyama (1909–1979) was a mathematician who developed two theories on arithmetic education. One is “suido-houshiki,” the systematic method of instruction for performing calculations on paper, and the other is “ryo-no-taikei,” the method of curriculum design wherein several types of quantities are arranged in the right order. This paper challenges the widespread understanding that Tohyama believed that arithmetic education should be provided in accordance with these theories. Around the 1950s, Tohyama clearly distinguished between mathematics and art on the ground that mathematics is logical and systematic. He intended to criticize those who advocate mathematics education that is suited to children’s everyday life . Tohyama developed the two abovementioned theories while editing arithmetic textbooks in the late 1950s. Because he believed that textbooks were indispensable to teachers, he wished to produce textbooks that were systematic. However , in 1963, he started to insist on the close relation between science and art and began to raise doubts about the effectiveness of lessons that were based on plans and textbooks. This radical shift in his educational thought occurred after he witnessed unexpected active participation by children in learning in the classroom. In conclusion, that teachers should use systematically organized textbooks was not a strong belief that Tohyama held throughout his life; rather, it was a temporary opinion. He finally concluded that instructional theories such as “suido-houshiki” and “ryo-no-taikei” were fallible.

著者

佐藤 英二

出版者

公益社団法人 日本数学教育学会

雑誌

日本数学教育学会誌 (ISSN:0021471X)

巻号頁・発行日

vol.79, no.3, pp.24, 1997 (Released:2021-04-01)

著者

佐藤 英二

出版者

日本数学教育史学会

雑誌

数学教育史研究 (ISSN:13470221)

巻号頁・発行日

vol.22, pp.1-12, 2022 (Released:2023-11-13)

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This study examined the validity of the criticism of unit studies of mathematics education circa 1950, entailing the analysis of Yoshinobu Wada's objection to Hiraku Toyama's opinion. The result reveals the following aspects. First, when compared to academic achievement surveys circa 1940, no structural decline in academic achievement was observed during the early postwar period. The decline in academic achievement demonstrated by Shunichi Kubo was a temporary phenomenon noted immediately after World War II. Second, unit studies were criticized on the grounds that they overlooked the systematic features of mathematics. However, Wada refuted this theory by highlighting the logic that develops in children as a system. The legitimacy of Wada's logic was rooted in the arithmetic education reform implemented before the war. Third, the premise of the theory’s acceptance, which states that unit studies overlooked systematic features and its inheritance to this day, was a misreading of Wada's discourse and the 1951 Course of Study. Fourth, in the 1958 revision of the Course of Study, the principle of curriculum organization shifted from experience- to discipline-oriented learning. This shift could be understood as a change that required teachers to become increasingly aware of clarifying goals and systematizing content and simultaneously maintain the traditional educational philosophy.

著者

佐藤 英二

出版者

日本数学教育史学会

雑誌

数学教育史研究 (ISSN:13470221)

巻号頁・発行日

vol.3, pp.1-12, 2003 (Released:2022-03-10)

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‘Bun-ken’ contained six subjects on mathematics, that is, arithmetic, algebra, geometry, trigonometry, analytical geometry and calculus. Before 1920, all applicants took the tests of the first three subjects, and the rest were only for those who wanted special certificates. But after 1921, the Ministry of Education integrated the teaching certificates, and all applicants had to take the examinations of all subjects. This change of the system of teaching certifications corresponded to the transformation of problems of every subject in two respects. At first, before 1920 the number of the problems of arithmetic was approximately equal to those of algebra and geometry. But after 1921 it decreased rapidly. This means that almost all the problems of ‘Bun-ken’ lost social and natural scientific contexts, which used to be connected with arithmetic knowledge and skills in Japanese daily lives. Secondly, before 1920 all applicants for the certificate of calculus were obligated to pass the test of analytic geometry in advance. But after 1921 the relative importance of these two subjects was reversed. This change was a sign of the transformation of the mathematics curriculum. Because analytic geometry was an entry not only into calculus but into projective geometry, which had been an principal concept to integrate systematically the curriculum from secondary schools to universities.

著者

佐藤 英二

出版者

日本数学教育史学会

雑誌

数学教育史研究 (ISSN:13470221)

巻号頁・発行日

vol.1, pp.41-44, 2001 (Released:2022-03-10)

著者

佐藤 英二

出版者

日本カリキュラム学会

雑誌

カリキュラム研究 (ISSN:0918354X)

巻号頁・発行日

vol.10, pp.17-29, 2001-03-31 (Released:2017-10-17)

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This paper examines the mathematics education of secondary schools in wartime, 1940-1945, by comparing the authorized textbooks on the syllabus of teaching issued in 1942 with those in 1931. The features of mathematics education in wartime were as follows. Firstly, the textbooks in wartime contained a number of topics in which mathematical symbols described the natural and social world. But these sorts of topics had been already appeared in textbooks before. In the Perry movement many educators insisted to link mathematics to the natural and social sciences, so its influence effected on mathematics education in wartime. Secondly, however, the textbooks in wartime were filled with another type of topics to optimize solutions and make rational designs. These topics were absent from previous textbooks. The authors of the textbooks in wartime attached importance to the topics of optimization not only in the differential of functions, but in all the content of mathematics of secondary schools. Thirdly, the topics in the textbooks in wartime were organized in such a systematic way as to present students the efficacy of mathematics for problem solving in real situation. A series of exercises in the textbooks was set up on an assumption that students would have some experience in getting more precise solutions without pains by means of more complicated conception of mathematics. Lastly, before the wartime, mathematics textbooks had adopted a classical style, in which typical exercises and their answers occupied most of pages of a textbook. But in wartime, this style of arranging textbooks changed into a workbook style. The writers of them expected that students should discover some relations and conceptions of mathematics, rather than imitate the paradigmatic answers. For example, making a maximum box in capacity from a square paper, students learned such conceptions as the differential of the cubic functions. But this change of the textbooks has been over-exaggerated until now. In fact, the textbooks in workbook style were already written and published by the teachers in the middle school attached to Hiroshima Higher Normal School in 1930's. The mathematics education in wartime was shaped through a radical movement that was started by Kinnosuke Ogura, a mathematician, and flourished at Hiroshima Higher Normal School under his influence. Hiroshima Higher Normal School stood out of the center of the 1920s' Perry movement, but leaded a new trend of mathematics education in the late of 1930's. The education in wartime in general has been characterized as fanatical nationalism, and the nationalism has been recognized as contents about the national flag or weapons in the textbooks. But in mathematics education, this character at wartime emerged according to a thought of technocracy. The wartime was the first time for secondary school students to learn conception of probability. They learned it by finding the probability that babies would die in a year.

著者

佐藤 英二

出版者

日本科学史学会

雑誌

科学史研究. 第II期 (ISSN:00227692)

巻号頁・発行日

vol.38, no.209, pp.27-35, 1999-03-25

参考文献数

46

被引用文献数

1

著者

佐藤 英二

出版者

東京大学大学院教育学研究科

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.37, pp.231-239, 1997-12-12

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Kinnosuke Ogura (1885-1962) was a mathematician, who introduced Perry's movement into Japan in the 1920s. His educational theory became a target for criticism in the 1960s on the grounds that it lacked logical and abstract aspect of mathematics. However this criticism holds true only at his Sugaku kyoiku no Konpon mondai (1924), but not at his later works. In Sugaku Kyoiku no Konpon mondai, he attached great importance on intuition, for it promoted students to think by self and to construct mathematical conception in their own ways, while he regarded mathematical logic as restraint of students'spontaneous thought. But in the 1930s works, he replaced 'intuition'with 'logic for children'. The intuition became no longer incompatible with mathematical logic. In addition he became to accept disciplinary value of mathematics education. What is more, getting powerfull in actual problem-solving, his theory got suitable to the need of militaristic empowerment in time of the Pacific War.