数学的探究におけるプログラミング学習の可能性～教科書の分析と高等学校での実践を通して～

抄録

Programming and mathematics share fundamental concepts such as algorithms, underscoring the importance of interdisciplinary learning that combines these subjects in Japanese high school education. Despite its significance, this integrated approach is seldom adopted in Japanese high schools. Employing the Anthropological Theory of the Didactic (ATD), this study investigates the following two main questions: (1) What programming praxeologies (practice and knowledge) are depicted in Japanese high school informatics textbooks? (2) What programming praxeologies emerge in interdisciplinary inquiry-based learning, called Study and Research Paths (SRP), that merge programming and mathematics? Our textbook analysis revealed six distinct types of tasks: T₁: Create a program, T₂: Modify a program, T₃: Run a program, T₄: Evaluate a program (algorithm), T₅: Decipher a program, and T₆: Analyze the output of a program. On the other hand, interdisciplinary SRP, which we experimented with in a Japanese high school, showed a significant shift in the distribution of these tasks, suggesting a dynamic interaction between the two fields. The study also explores the pivotal role of mathematical inquiry, highlighting its potential to effectively bridge programming and mathematics in educational settings in Japan.