Journal of Japan Society of Mathematical Education
Online ISSN : 2434-8619
Print ISSN : 0021-471X
Volume 101 , Issue R114
Research Journal of mathematical education
Showing 1-6 articles out of 6 articles from the selected issue
• Developing a descriptive framework that captures negotiations based on Searleʼs speech act theory
Taketo Shimomura
2020 Volume 101 Issue R114 Pages 3-17
Published: 2020
Released: December 07, 2021
JOURNAL FREE ACCESS
In this study, I examined the environment within a mathematics classroom and observed studentsʼ creation of new mathematical knowledge and the support provided by reciprocal acts in the creation of this knowledge. Furthermore, I developed a descriptive framework that captures the childrenʼs negotiations in the mathematics classroom. In addition, I set the subject of this study to clarify, using examples, the aspects of negotiations that are characterized by the mathematical knowledge required to reach an agreement. As supporting evidence for the subject of this research, I planned and implemented an experimental class that followed a single 'line graph' based on the perspectives of agreement, consultation, and composition of Grade 4 elementary school children, with constructivism agreement as its theoretical background, and considered the following two points. First, by determining who the negotiator was in this study (the subject of the negotiation), the effectiveness of the speech act theory was elucidated by understanding the negotiation. In addition, a descriptive framework was developed to capture the verbal intentions of a child during the negotiations. Second, based on the descriptive traits of the framework that was derived from the conclusions of the first experiment, an attempt was made to clarify, using examples, the negotiations that were characterized to achieve an agreement, as well as the mathematical knowledge that aims to form an agreement. Based on the configuration rules evident during a conversation according to Searle, the results of this study established the following descriptive frameworks in order to capture the verbal intentions seen during a negotiation; 'Assert' , 'Request' , 'Question' , 'Advise' , 'Agree' and 'Permit'. In addition, when a classroom analysis was conducted based on this descriptive framework, for the 'Assertion' statement that left a sense of vagueness in terms mathematical reason, a 'Request' that questioned this basis and reason was submitted. However, for 'Assertions' based on mathematically sound observations, such as numerical values, a 'Question' rather than a 'Request' was presented to verify the authenticity of the statement. Moreover, there were some children who seemed to agree to this assertion. Furthermore, there were some children who corrected their own knowledge during the negotiations.
• Focusing on normative aspects
Shogo Murata
2020 Volume 101 Issue R114 Pages 19-38
Published: 2020
Released: December 07, 2021
JOURNAL FREE ACCESS
• [in Japanese]
2020 Volume 101 Issue R114 Pages 53-54
Published: 2020
Released: December 07, 2021
JOURNAL FREE ACCESS