戦時期の数学教育 : 中学校用一種検定教科書と五種検定教科書の比較を中心として

抄録

This paper examines the mathematics education of secondary schools in wartime, 1940-1945, by comparing the authorized textbooks on the syllabus of teaching issued in 1942 with those in 1931. The features of mathematics education in wartime were as follows. Firstly, the textbooks in wartime contained a number of topics in which mathematical symbols described the natural and social world. But these sorts of topics had been already appeared in textbooks before. In the Perry movement many educators insisted to link mathematics to the natural and social sciences, so its influence effected on mathematics education in wartime. Secondly, however, the textbooks in wartime were filled with another type of topics to optimize solutions and make rational designs. These topics were absent from previous textbooks. The authors of the textbooks in wartime attached importance to the topics of optimization not only in the differential of functions, but in all the content of mathematics of secondary schools. Thirdly, the topics in the textbooks in wartime were organized in such a systematic way as to present students the efficacy of mathematics for problem solving in real situation. A series of exercises in the textbooks was set up on an assumption that students would have some experience in getting more precise solutions without pains by means of more complicated conception of mathematics. Lastly, before the wartime, mathematics textbooks had adopted a classical style, in which typical exercises and their answers occupied most of pages of a textbook. But in wartime, this style of arranging textbooks changed into a workbook style. The writers of them expected that students should discover some relations and conceptions of mathematics, rather than imitate the paradigmatic answers. For example, making a maximum box in capacity from a square paper, students learned such conceptions as the differential of the cubic functions. But this change of the textbooks has been over-exaggerated until now. In fact, the textbooks in workbook style were already written and published by the teachers in the middle school attached to Hiroshima Higher Normal School in 1930's. The mathematics education in wartime was shaped through a radical movement that was started by Kinnosuke Ogura, a mathematician, and flourished at Hiroshima Higher Normal School under his influence. Hiroshima Higher Normal School stood out of the center of the 1920s' Perry movement, but leaded a new trend of mathematics education in the late of 1930's. The education in wartime in general has been characterized as fanatical nationalism, and the nationalism has been recognized as contents about the national flag or weapons in the textbooks. But in mathematics education, this character at wartime emerged according to a thought of technocracy. The wartime was the first time for secondary school students to learn conception of probability. They learned it by finding the probability that babies would die in a year.