Kinnosuke Ogura (1885-1962) was a mathematician and historian of mathematics influenced by J. Perry's and F. Klein's movements for the remodeling of global mathematics education at the beginning of the 20th century. He made this widely known in Japan and led the movement in Japan theoretically. Ogura's personal theory of mathematics education, known as “The Fundamental Problem of Mathematics Education” in 1924, criticized mathematics education at that time and stated his own theory about the significance of learning mathematics. In particular, “scientific spirit” and “functional idea” became the core of the theory. Ogura's personal theory is highly regarded in the history of mathematics education. Previous research focused on “intuition” and “logic”, and showed that after 1930 Ogura had different perspectives on mathematics education. However, it has not yet been clarified how the “scientific spirit” and “functional idea”, that were central concepts of Ogura's theory of mathematical education in 1924, have been positioned after 1930. To seize the transition of Ogura's theory of mathematics education, it is necessary to increase the viewpoints of comparison on the frequently use of concepts such as “utility”, “scientific spirit”, and “functional idea” by Ogura, and follow how their positions and meanings have changed. Also, after 1930, Ogura began to frequently use the word “psychology”. In this paper, in addition to the viewpoint of “psychology”, I show the transition of Ogura's theory of mathematics education from 1924 to 1930 focusing on “utility”, “logic”, “psychology”, “scientific spirit”, and “functional idea”.

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