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The purpose of this paper is to study how Tsuruichi Hayashi (1873-1935) understood the thought of function and the education of function. Hayashi considered that, for changing the exsisting mathematics education, we had to depend on the modern principle and accommpish a new mathematics education. He thought that culutivating the concept of function was a driving force of the revolution, and that it had to be generally done in all places through all of the mathematics education. He insisted that the use of graph was very important as a usufull way for culutivating the concept of function. He regarded elementary caluculas as the development of the concept of funntion, and he thought that the speed was represented as a differential coefficient. We can classify the teaching contents in his texts into five periods, in the followings. In the first period, from 1907 to 1912, the education of function has been hardly given to students. In the second period, from 1913 to 1921, the education of function began to be given to students. But, the teaching contents were not yet enough. In the third period, from 1922 to 1924, the teaching contents have been enriched. Especially in geometory, the figure elements were regared as movable. In the forth period, from 1925 to 1930, the form of the teaching contents was arranged a little. In the fifth period, from 1931 to 1935, the order of the teaching contents has been standardized. But, elementary caluculas was not taught in any period.
全国数学教育学会の論文

林鶴一の関数教育について

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