L. Radford の対象化理論に基づく生徒の数学的知識の主観化に関する研究 ― 主観化の水準の構築 ―

抄録

　　 This study clarifies the process that students comes to grasp knowledge as the thing which can be applied to various context. In this study, I name such a process“Subjectification”.  In this article, I define the process as  a social process as learning knowledge, students embody knowledge by noticing themselves seeing a  certain problem (figures, problem statements and numeric formulas) adequately”.

　　 The aim of this article is construction of the levels of Subjectification. By focusing on forms of students’ knowledge, I construct three levels of Subjectification.

Level 1: In case of instructing to use knowledge, students can use knowledge.

Level 2: In  case of a situation of learning knowledge or a context which students have already learned, students  can use knowledge.

Level 3: Even if students have never experienced the context, they can use knowledge.

　　 As the result of analysis of textbooks based on this levels, in order to reach higher levels, students need opportunities which they integrate different activities.