民族数学に基づく数学教育の展開(3) : 数学教育における基礎的活動の動詞による分析

抄録

According to Bishop (1991), each culture has developed its own mathematics and there exists a kind of universality in the key note of those mathematics however different their appearances look. This universality means the six mathematical activities, which are counting, measuring, designing, locating, playing and explaining. On the other hand the different appearances manifest some specificity of each culture. In total all mathematical activities, that are culturally-based ethnomathematics, can be traced back to these universal activities. The focus of this paper is mathematical activities derived from these universal ones in its root. And they can be expressed in terms of the verbs as its signifiant. Of course the activity cannot substantiate itself without an object and in some cases the noun may describe an activity more eloquently than the verb. In this fast-changing society, however, a positive attitude towards a new object should be nurtured and focusing on the flexibility of verb will accommodate and enhance such an attitude. Therefore, the curriculum proposed in this paper is named verb-based. And in this curriculum the structure of activities is projected onto the one of verbs. This is believed to be one proposal to realize the principles and philosophy of Mathematical Enculturation Curriculum, especially six universal activities which connect various ethnomathematics.