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 ―主観化の水準の妥当性の検討と実践への提言―

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 test suitability of the levels of Subjectification by surveys of the reality of students. In the test, I check the following three points;

　(1) Whether at least one student corresponds to each level of Subjectification

　(2) Whether all students correspond to any of levels of Subjectification

　(3) Whether students who correspond to a certain level behave like students correspond to the level

　　 As a result, I argue that the validity of the levels of Subjectificaation is mostly certain.  And through surveys, I define differences in grasping knowledge between each level of Subjectification.

　Level1: Grasping knowledge as a formula

　Level2: Grasping knowledge as a formula, and Particular as a process

　Level3: Grasping knowledge as a process, and a formula as the process

　　 Finally in order to make up for these differences, I propose leading principles.