数学教育における構成主義的授業論の研究(II) : 「数学学習の多世界パラダイム」の提唱

抄録

Lately, the mathematical education is under significant influence of three perspectives including radical constructivism, social interactionism, and social culturism. The author considered such perspective from different view points. These comparisons reveal a common aspect among three perspectives: all of three perspectives view that children's activities play very important roles in mathematical learning, and they position social interaction as an important means in learning. However, on the other hand, they have distinct differences in any of the views of cognition, language, and learning. In particular, difference in the view of the nature of cognition is a matter of principle that is mutually incompatible, and the integration of those perspectives is considered theoretically impossible. However, in the observation and analyses of children's practical activities of learning mathematics, the three perspectives are frequently seen at the same class. While those three perspectives are mutually conflicting theoretically, it is considered unavoidable to integrate and coordinate the three perspective in order to explain the realities of learning in fair manner. The studies of mathematics learning by Cobb and Bauersfeld should be considered as have been suggested based on such standpoint. The author calls the above-shown view the multi-world paradigm in mathematical learning. It contains the three worlds of the radical constructivism, social interactionism, and social culturism.