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

抄録

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.