This article proposes a foundational framework for the curriculum design of mathematical sciences education, based on the two paradigms of “Science for Society” and “Science for Science” articulated by the Science Council of Japan, in order to develop students’ decision-making abilities in mathematical sciences.
For this purpose, the paper proceeds as follows. First, it considers the philosophical aspects of the “Science for Society” and “Science for Science” paradigms, and maps current issues in mathematics education. Second, it attempts a description of the process of mathematical-scientific decision-making. Third, it lays out a foundational framework for curriculum design in mathematical sciences education, structured around four pillars: objectives, methods, contents, and evaluations/assessment. In discussing the main features of these four pillars, the paper focused specifically on the following: 1) six process abilities, 2) the ability of realizing mathematical-scientific and social values, 3) the framework of mathematical-scientific decision-making, and 4) the basic structure of lessons in mathematical sciences education. In conclusion, the paper proposes an overall structure for mathematical sciences education, and identifies three types of lessons for developing mathematical-scientific decision-making abilities.
