著者

中西 隆

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.4, pp.37-44, 1998 (Released:2019-01-17)

参考文献数

14

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The aim of this paper is to adopt the cultural approach to mathematics curriculum, referring to "Mathematical Enculturation" written by A. J. Bishop. He has described three components of the curriculum, which labeled the symbolic, societal, and cultural components. Those have two complementary values. He presents a curriculum structure which allows 'rationalism' to be stressed more than 'objectism', where 'progress' can be emphasised more than 'control' and where 'openness' can be more significant than 'mystery'. The societal and cultural component are necessary to adopt exemplifying to historical development of knowledge, which offer an individualising aspect of teaching. On the otherhand, the symbolic component generates concepts of mathematics through activities. I interpreted the significant on the cultural approach from a Vygotskian perspective in the following way. The symbolic component generates mainly an intermental category, and then the societal and cultural components generate an intramental category. Finally, I suggested as the cultural approach to the mathematics curriculum an alternative to the 'technique' curriculum.