Development of mathematics education in Japan from Meiji era to present time : focusing on the change of realism and academism

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概要

• 論文の詳細を見る

• The knowledge and skills acquired through basic education is applicable only for limited period due to constant changes in the society. Changes in industrial structure make education popular and the period for schooling longer. This societal trend is considered a transitional process which characterize also the goal of mathematics education shifting from acquisition of knowledge and skills to development of mathematical attitude and thinking. Philosophy of educational process has shifted from behaviorism to cognitivism or constructivism. This change is reflected in the shift in the principle of curriculum development from systematic to unit-constructive approach. Similar change is perceived in the philosophy of mathematics with regards to mathematics education, which has shifted from externalism to internalism. It could be said that in general, philosophy of mathematics education at the compulsory level has transformed from realism associated with limited realities to academism associated with unlimited and diverse realities.

• 日本教科教育学会の論文

著者

• Iwasaki Hideki

  Graduate School for International Development and Cooperation, Hiroshima University

• Ueda Atsumi

  Facalty Of School Education Hiroshima University.

• Iwasaki Hideki

  Graduate School For International Development And Cooperation Hiroshima University

• Iwasaki Hideki

  Graduate School Of International Development And Cooperation Hiroshima University.

関連論文

• The Development of Mathematics Education Based on Ethnomathematics (2) : Analysis of Universal Activities in terms of Verbs
• INTERSECTION OF CRITICAL MATHEMATICS EDUCATION AND ETHNOMATHEMATICS
• Development of mathematics education in Japan from Meiji era to present time : focusing on the change of realism and academism
• Cognitive change of fraction concepts in third graders : Analysis from the view of operational schema
• The Incorporation of Generalization in Teaching Units

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