機械論的・原子論的数学教育から活動的・創造的数学教育へ

概要

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In this paper I argued a neccesary of a paradigm shift from the mechanistic and atomistic (MAME) to the active and creative Mathematics Education (ACME). In MAME teaching materials are divided in detail and teaching is done to make stimulus-response patterns. Then children have to learn mathematics passively. On the contrary in ACME children learn actively, spontaneously and cooperately. They are doing mathematics. They are involved in relation-fulled situation, find or pose several problems from it and solve them by thierselves and cooperately. Then they develop and expand them. According to management theory, ACME is primary and MAME is secondary. When children are forced in MAME situation over a long time, they form unuseful knowlegdes and skills and arm aptitudes. In fact we have seen many children who dislike mathematics and can't find a value of mathematics. I think the following things are indispensable. (1) Unifying teachnig materials for 2 years (2) Constructing teaching materials around basic mathematical ideas (3) Reorganizing textbook suitable to ACME (4) Improving a teacher training system (5) Improving an entrance examination system
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