The purpose of the study is, under the analysis of the relationship between Sansuu (Elementary School Math in Japanese)and technical mathematics, to identify Sansuu, from philosophical and anthropological view points, and to delineate the process of the identification.

Introducing an episode on the relation bewteen elementary and high school mathematics, I show that the problem of the identification is not resoloved yet, but waiting for being solved with recent philosophy. Then I adopt Social Constructivism by P. Ernest, and thesis of Mathematical Enculturation by A. Bishop, with the help of quoting a quasi-empiricist P. Kitcher and an anthropologist I. Davies. After some examination is taken, I identify Sansuu, such that it is an elementary and informal part of mathematics in the sense of Ernestʼ s Philosophy of Matematics, or formal and daily level of mathematics in the sense of Davies. Moreover Sansuu is characterized by using the word Meaning, substituting for Definition.

In the paper, I stress the importance of daily activity level of mathematics, which depends on our special culture and society, than the level of technical mathematics, because the former supports the latter.