民族数学に基づく数学教育の展開(5) : 動詞型カリキュラムにおける測定活動の記号論的分析

抄録

Modern Mathematics has its origin of development in modern Western Europe, and has made a dramatic progress together with industrialization and development of modern education there. On the other hand, the developing countries, which are now experiencing drastic process of modernization and Westernization, propose for indigenous and natural development of society, but at the same time are obliged to import models from the developed countries. The same model-borrowing applies to mathematics education. Considering such a situation, the author proposes for utilization of ethnomathematics, which was initiated in 1984 by D' Ambrosio, a Brazilian mathematics educator, for the sake of endogeneous development of mathematics curriculum in the developing countries. More concretely, while the traditional curriculum is called noun-based in such a sense that it focuses on knowledge as a product of activity, which is expressed in noun form, the proposed curriculum is called verb-based, aiming at development of ethnomathematical activity itself, which is expressed in verb form. It means that this curriculum expresses development of mathematical activities, which are found in children's environment, in terms of verbs. Furthermore in this research, the semiotic chaining in Presemeg (1997) is applied to analyze the development of mathematical activity.