日米数学教育比較
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概要
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The differences in the idea of mathematics between Japan and the United States and the differences in the concepts of education are clarified, and the realities of the introduction of a recent technology into mathematics are compared. Basic to mathematics are the concepts that it should be taught to all, that it will be increasingly useful, and that it is a common cultural product of the human race. The guidelines for mathematical study include the following five: (1) Observation (2) Identification (3) Exploration (4) Analysis (5) Explanation Outlook on mathematics Both parents and teachers agree that: ○ mathematics is necessary for daily life. ○ mathematics is necessary for all men. ○ mathematics is used very much in society. However, parents and teachers who aim at improving the students' power of logic differ greatly with regard to some concepts : * Mathematics is beautiful (47% of parents agree, compared to 69% of the teachers). * Every one who studies mathematics can find happiness in it (45% : 71%). * Mathematics is a game of symbols (52% : 29%). I wonder whether education in mathematics necessarily fails to educate some students and whether this failure is related to the advancement and development of mathematics. When students develop an interest in mathematics, there is ample intellectual stimulation, joined with the pleasure of learning and the confidence of being able to overcome mental pain to understand the previously incomprehensible. Parents think that the education in mathematics is necessary (93%) and that mathematics is very useful in daily life and society (96%) , that the power of calculation is a desirable skill (95%) , and that mathematics is necessary to solve current problems. Mathematics Education in the United States In the educational reformation of 1983, an attempt was made to have the government set a nationwide standard in arithmetic, a mathematics curriculum, and a system of evaluation of each state, rather than the old tradition of leaving it up to the individual school and mathematics teacher. As things stand now, students feel undue pressure to digest the curriculum, which asks that the student acquire much purely technical knowledge; instead, emphasis should be placed on prediction and certainties. The reason why minute integration is not widely taught is that abstract algebra easily leads to minute integration by the american teacher. As a guidance method there is no need for a vague minute integration. The tendency is to move from teaching the class as a whole to introducing a self-study system which depends on individual progress. "An individual with a strong desire to possess things" is to be developed in order to carry on the capitalistic society. The Use of Technology in the United States In the use of technology, 48.0% of the junior colleges and universities use it, 10.3% use computers, and 7.9% use the graph electronic calculator. Comparison of Content of an Analytical Text Using Graph Electronic Calculators and Analytical Textbook in Japan Analytical study which uses a graphing calculator is immediately effective by making it possible for the student to read the function and the graph easily. Technology Practice It is possible to experiment with my idea to promote activity by which the desire to study is reinforced by intellectual activity and to further the search for new knowledge by using technology in the classroom.