数学教育における「脱文脈化された合理性の声」(J. V. ワーチ)の成立過程について : 明治期における「権威主義的談話様式」の特権化の検証

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The aim of this paper is to verify, in connection with mathmatics education, that the teacher's authorative discourse privileged in the educational institutions during the Meiji Era. J. V. Wertsch considers that the style of authorative discourse depends on the point of view named "The Decontexturalized Voice of Rationality," which relates concrete instances with a generalized law, or a teacher's category of discourse derives from so called "sign type-sign type relationships." The most well known example of this is the "planning model of action." In this paper I touched briefly on the psychological aspect of this theory, however, the main focus was on the socio-historical interpretation, -especially the structural aspect of it-, because "a socio-historical approach to mind" starts from a hypothesis which mediated action can not separate from environment. That is, the teacher's characteristic authorative discourse was established with the modern teaching plans, mass lessons and examinations of the Meiji Era educational institutions. Finally, I suggested as "Bakhtin's Dialogic Principle" an alternative to authorative discourse for the research of mathmatics lessons.
全国数学教育学会の論文