身体的認知理論に基づく数学的概念の教授・学習過程に関する研究 : 身体性に関する調査的検討を中心に

抄録

The purpose of a series of my studies is to gain a suggestion for the processes of Teaching and Learning Mathematical Concepts from the knowledge of the Theory of Embodied cognition (Lakoff (1993), (2000), Johnson (1987)). In this paper I investigate the actual situation of 7-8th, 10-11th grade student's embodied explanation of the concept of function. This investigation is based on the hypothesis of Arima(2001c) and the investigation of Sekiguchi (2001). As a result of this investigation, it was found out that students use "directional-schema" and "Pathsschema" for explanation of the concept of function. Because some students use metaphorical expressions and meta-representations.