Recently, the importance of mathematical-activity has been especially increasing and, as its contents, the application–oriented mathematics, in which the functional value is emphasized, tends to be taken up. However, it can be pointed out that the structure-oriented mathematics, in which the contents and the consideration of mathematics itself can attract learners, is also important for mathematical-activities. In our preceding study, we proposed the cyclic model of “structure-oriented mathematical-activity” which is designed to induce the learner’s proactive and dynamic considerations. Especially, it is one of the cardinal significance of mathematical-activity to interest the leaners in mathematics itself, in other words, to induce the satisfactory attitude toward mathematics.
In this paper, we consider the processes and the obstacles to the achievement of the above significance using the cyclic model of structure-oriented mathematical-activity, from the viewpoint of the theory of didactical situations, and referring to the result of classroom practice of this cyclic model, develop some implications about materials for structure-oriented mathematical-activities.
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