数学教育の人間化に関する研究 : 授業原理を中心に

抄録

The purpose of this paper is to show the results of my previous research on humanizing mathematics education and to construct the principle for humanizing mathematics class. In my previous research based on the "theory of situated learning", I established the process of mathematics learning. But in the "theory of situated learning", there isn't a perspective to analyze how students participate in a cultural practice of mathematics and develop themselves. To have the perspective, I use a concept of "awareness". I think that to educate students' awareness is to develop themselves. Therefore, it is necessary for a teacher to place the way for students to educate their awareness in the previous established process of mathematics learning. Also, I think the former is humanizing mathematics and the latter is understanding the mathematical natures children have. In these circumstances, I think that to combine the former and the latter could be the classroom principle for humanizing mathematics education. Based on this classroom principle, I analysed an arithmetic classroom. As a result, I made the next point clear. It is the humanizing mathematics education that individual student makes one's awareness clear and educates it through the interaction with others in mathematics learning, in other words, through the collaborative mathematics learning, individual student becomes aware of mathematical relations and values, and develops oneself.