The source of normativity in mathematics lessons from a inferentialist perspective

2023 Fiscal Year Final Research Report

• Project/Area Number: 21K13587
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Hiroshima University
• Principal Investigator: Uegatani Yusuke 広島大学, 附属福山高等学校, 教諭 (80813071)
• Project Period (FY): 2021-04-01 – 2024-03-31
• Keywords: 数学教育 / 推論主義 / 構成主義

Outline of Final Research Achievements

In this study, we achieved three major outcomes. First, we theoretically demonstrated that, in various theories of mathematics education research, while it is traditionally thought that conceptual content (concept) precedes its name (notion), from the perspective of inferentialism, it is more appropriate to view it as developing in the reverse order. Second, through the analysis of mathematical activities from the inferentialist perspective, it became clear that students face apparent difficulties in recognizing that they are not making correct mathematical inferences, and that becoming aware of this process is crucial for learning mathematics. Third, we theoretically demonstrated that the inferentialist perspective can form the foundational theory of mathematics education research.

Free Research Field

数学教育

Academic Significance and Societal Importance of the Research Achievements

本研究の成果は，小学校・中学校・高等学校における算数・数学の授業を設計する上で大切にすべき点を推論主義の視座から明確化しており，学校教育における算数・数学の授業観をアップデートする可能性を有している．推論主義という哲学が専門的であるがゆえに，一般の学校教員にこの考え方が波及するようにするためには別途工夫が必要であると考えられるが，考え方の基礎を作ったという点で社会的意義がある．また，教科教育研究の成果が一定程度，哲学の分野に還元できることがわかった．一方的に哲学から知見を取り入れるばかりであった教科教育研究の現状に一石を投じるという意味で，学術的意義もある．