明治検定期算術教科書における分数の教育内容構成 : 第I期・前期における定義から加法・減法までを対象として

概要

論文の詳細を見る
The aim of this study is to analyze the construction of the curriculum and the contents of fractions in the arithmetic textbooks published in the period of textbook authorization system in the Meiji era (1886-1904). In this study, we divide the above-mentioned period into two periods. The first period is from 1886 to 1900. The first half of this period (1886-1894) is characterised by systematic construction of contents, although it sees partial changes in the latter half of the period (1894-1900). The second period begins in 1900 and ends in 1904. This period is characterised by the emergence of a thoroughly different method and order in the construction of contents from the ones in the first period. In this paper, we limit our scope of study to the first half of the first period, scince the curriculum and the contents of the textbooks published in these years have a number of important implications to the current arithmetic education. In the previous studies, the arithmetic textbooks published from 1886 to 1904 are characterised in terms of diversity. However this is not well supported by means of textbook analysis. Although the study on the textbooks of this period seems insufficient, it does not mean that the textbooks of this period are not worth studying. On the contrary, this paper will show that the curriculum and the contents of the textbooks in this period should provide us with a number of important implications for the development of today's arithmetic education. Arithmetic education has as its major components rational number (natural number, fractions and decimals) and their four arithmetical operations. In this paper, however, we limit our scope of inquiry to fractions and their addition and subtraction. We analyze the contents of the textbooks published from 1886 to 1894 based on the following viewpoints : (1) The relation between the properties of integral numbers and fractions ; (2) The method and the order in the construction of contents of fractions ; (3) The explanation of the definition of fractions at the introductory stage ; (4) The treatment of the properties of fractions and its position in the construction of contents of fractions ; (5) The viewpoints and the methods of the construction of the calculation system of addition and subtruction. We obtain the following results from the content analysis of textbooks ; (1) The properties of integral numbers are planned to be taught independently from the teaching of fractions in the curriculum. (2) The contents of fractions is systematically constructed. It is arranged in the order of the definition, properties, order and the four arithmetical operations. (3) The definition of fractions is based on the division aspect of fractions. Furthermore, some textbooks include explanations on the ratio aspect of fractions and even try to give unifying explanations of these two aspects. (4) The contents of properties and order of fractions are constructed all together under the category of "transformation of fractions" and it is planned to be taught before the four arithmetical operations. (5) The contents of addition and subtruction of fractions are constructed mainly from the viewpoint of the silhouette. The contents of each operation is constructed all together. The shortest course is set out for an acquisition of the algorism of addition and subtraction. And the exercises given in the textbook include the important points of the course. These facts show that the textbooks in this period adopted the viewpoint that the aim of arithmetic education is to teach mathematics as a science.
日本カリキュラム学会の論文
2001-03-31

著者

岡野勉
新潟大学

明治検定期算術教科書における分数の教育内容構成 : 第I期・前期における定義から加法・減法までを対象として

スポンサーリンク

概要

著者

関連論文

スポンサーリンク