Vygotsky理論に基づく数学的概念の獲得過程の考察(4) : 算数科の学習指導の考察を中心にして

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The Purpose of this study is to make Vygotsky's Theory clear. Especially Zone of Proximal Development. And to investigate the adaptation of Vygotsky's Theory for mathematics education. In this paper, I examine about how to understand Vygotsky's Theory, and understand the learning guidance in mathematics course, in accordance with the basical study of Vygotsky's Theory (Yoshida, 1997a; Yoshida, 1998), the comparative study between Vygotsky's Theory and the succession Approaches (Yoshida, 1997b). I construct a process of learning on mathematical concepts based on Vygotsky's Theory. The results are following; 1. A child has the cognition of an object through his/her experience. 2. He/She comes across a new mathematical concept. 3. He/She has the cognition of the gap between spontaneous and scientific cencepts. 4. He/She exchanges the concept with society, for example, adults, more expert children, books and so on, by mathematical languages. 5. He/She exchanges the concept with his/herself by mathematical languages. 6. He/She has get the mathematical languages and/or mathematical concepts.
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