A Study on Reality of Mathematical Education: With the Teaching to Promote Proactive Use of Mathematical Representation in Mind
2015 Volume 21 Issue 1 Pages 23-37
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2015 Volume 21 Issue 1 Pages 23-37
The purposes of this study involved in mathematical representation in mind are following two. The first one is to consider the reality on mathematical education and second one is to suggest refining its reality.
From previous studies about the reality on mathematical education, this study considers that the definitions of reality are to actualize the existence of learners and to win the sympathy of learners with considering both substantiality and humanity. Then, this study suggests following three statements for refining the reality.
(1) This statement considers the meaning of the value of reality. The reality that stands on its own merits, but actually it is the basement that produces the new values. Therefore, the reality is not only to be actualized the existence of learners as Kikuchi mentions. Rather it actualizes the existence of learners. In short, feeling the reality actualizes learners’ independence.
(2) This statement considers the features on reality. The reality on mathematical education is influenced by the context of learning in classrooms, the contents on learning, the existences of others, and sociality.
(3) This statement considers one of the basements of reality. The reality is supported by the tacitness and it activates mathematical activities, provides broader possibilities, and facilitates the production to new values.
