『学習指導要領算数科数学科編(試案)』におけるバージニアプランの影響に関する一考察

抄録

This study aims to clarify the effects of the Virginia course of study on the "Tentative course of study in mathematics" immediately after World War II. To this aim, the following three considerations are made. First, to clarify the foundation and construction of the Virginia course of study. Second, to clarify the main emphasis and underlying theory. And third, to clarify the effects on the "Tentative course of study in mathematics". As a result, three points were clarified. The Virginia course of study had two aspects. One was a core-curriculum as progressive education, and the other was subject instruction against progressivism. For the edition of the Japanese tentative course of study in mathematics, subject instruction was introduced. The part of subject instruction was based on Meaning Theory by W. Brownell. Meaning Theory was the teaching theory that emphasized understanding the meaning of fundamental processes in arithmetic and the relationship between them. In the "Tentative course of study in mathematics", we can see the same emphasis. However, the explanations were different from the Virginia course. In Japanese, the meaning of fundamental processes meant why and how the procedure was introduced as a fundamental process. The Japanese editor introduced Meaning Theory form Virginia course of study and developed the their meaning.