著者

植田 敦三

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.11, pp.205-215, 2005 (Released:2019-01-17)

参考文献数

18

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The purpose of this research is to clarify the way of the treatment of Sakumon in "life-centered arithmetic" in the early part of the Showa era. We pay attention to the arithmetic education on which Iwashita, Fujiwara and Inatsugu insist. They play a central role in the practice of "life-centered arithmetic". Through consideration, we find the following facts. (1) The chief aim of arithmetic education by Iwashita is to develop the qualitative thinking. To realize this aim, he introduces the practice to develop the qualitative thinking in daily life. For instance, gathering the qualitative facts, measurement are examples of this activity. Children pose the problem by the use of these facts or the result of measurement. Sakumon is a part of the practice to develop childeren's qualitative attitude in daily life. (2) Fujiwara restricts the position of Sakumon in his arithmetic education with the reflections that arithmetic education based on Sakumon is not able to preparete the curriculum. He changes Sakumon's position into one of methods of teaching arithmetic, namely the representation of the qualitative life. (3) Inatsugu attemptes to accord logicism with psychologism in arithmetic education. Generalization and specialization of mathematical thinking are the scaffold to accord them. Sakumon becomes the teaching and learning method to cultivate specialization. Simizu's study of curriculum development based on Sakumon has an attraction for him.

著者

天野 秀樹 神原 一之 寺垣内 政一 植田 敦三

出版者

広島大学

雑誌

中学教育 : 研究紀要 (ISSN:13441531)

巻号頁・発行日

vol.36, pp.41-50, 2004-03-31

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This Study, the purpose of which is to enhance Student's mathematical ability as applied to daily life, approaches it from building up Student's ability of communication. We propose a curriculum adapting Quick Draw, which is practiced in the United States, and examined the effect of it through an experimental lesson. As a result, the following points are discoverd '・ Students come to consider an explanation and a reason of a solution for the mathematical problem, their motivation for participation in negotiation rises, and it is possible to deepen their understanding of mathematical contents. After this study, we will promote this study and declare the function of the ability of communication in mathematics in application to daily life.