| Project/Area Number |
23730826
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Education on school subjects and activities
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| Research Institution | Joetsu University of Education |
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Principal Investigator |
MIYAKAWA Takeshi 上越教育大学, 学校教育研究科(研究院), 准教授 (30375456)
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| Project Period (FY) |
2011 – 2013
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| Project Status |
Completed (Fiscal Year 2013)
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| Budget Amount *help |
¥4,290,000 (Direct Cost: ¥3,300,000、Indirect Cost: ¥990,000)
Fiscal Year 2013: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2012: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2011: ¥2,080,000 (Direct Cost: ¥1,600,000、Indirect Cost: ¥480,000)
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| Keywords | 証明 / 比較研究 / フランス / アメリカ / 前期中等学校 / 数学教科書 / 教授人間学理論 / 中学校 / 国定カリキュラム / カリキュラム / フランス・アメリカ |
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| Research Abstract |
The aim of this study is to explore the ecology of proof in school mathematics of three different countries: France, US, and Japan. Through the analysis of mathematics textbooks and national curricula, I identified first several differences in the forms of proof and the functions of proof, and second different elements (conditions and constraints) that result in these natures of proof. In particular, I have shown that the "raisons d'etre" of proof, that is the reason why the proof is necessary in mathematics, are different in France and in Japan.
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