Project/Area Number  06452384 
Research Category 
GrantinAid for Scientific Research (B)

Section  一般 
Research Field 
Science education

Research Institution  NATIONAL INSTITUTE FOR EDUCATONAL RESEARCH 
Principal Investigator 
NAGASAKI Eizo NATIONAL INSTITUTE FOR EDUCATONAL RESEARCH,CENTER FOR SCIENCE EDUCATION,CHIEF, 科学教育研究センター, 研究室長 (50141982)

CoInvestigator(Kenkyūbuntansha) 
MATSUBARA Shizuo NATIONAL INSTITUTE FOR EDUCATONAL RESEARCH,CENTER FOR SCIENCE EDUCATION,CHIEF, 科学教育研究センター, 研究室長 (50132692)
TOMITAKE Tohru SHIMANE UNIVERSITY,DEPARTMENT OF EDUCATION,ASSOCIATE PROFESSOR, 教育学部, 助教授 (00155566)
SENUMA Hanako NATIONAL INSTITUTE FOR EDUCATONAL RESEARCH,CENTER FOR SCIENCE EDUCATION,SENIOR R, 科学教育研究センター, 主任研究官 (30165732)

Project Fiscal Year 
1994 – 1996

Project Status 
Completed(Fiscal Year 1996)

Budget Amount *help 
¥5,200,000 (Direct Cost : ¥5,200,000)
Fiscal Year 1996 : ¥1,500,000 (Direct Cost : ¥1,500,000)
Fiscal Year 1995 : ¥1,400,000 (Direct Cost : ¥1,400,000)
Fiscal Year 1994 : ¥2,300,000 (Direct Cost : ¥2,300,000)

Keywords  Mathematics education / Context / Textbook analysis / Survey by questionnaires / 算数・数学教育 / 文脈 / 教科書分析 / 質問紙調査 
Research Abstract 
objectives of this study is to clarify arucial points for considering "mathematics education focused on mathematics in social context", in order to change such children's attitudes as "mathematics does not relate to our life" or "we do not enjoy mathematics". As background of these children's attitudes, we found two points as follows : the first, school teachers do not treat so much practical problems in their mathematics lessons, but parents think that it is important to teach social usefulness of mathematics to their children ; the second, there are many "pure mathematics" problems in Japanese mathematics textbooks, many "real world" problems in American ones and many "pseudoreal world" problems in English ones. Based on this backgrounds, the following basic framework and issues were clarified. In experimental classroom lessons treating real world problems, children vividly tackled mathematics. This means that wa have possibility to change children's attitudes as mentioned above. In N
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etherlands, Australia, U.S.A.and UK,there are some mathematics textbooks that include many real world problems. However, mathematicians in UK pointed that mathematics abilities of upper secondary students were declined in terms of understanding of mathematics concepts and mastering mathematics skills, according to emphasis of application of mathematics or problemsolving learning. Furthermore, specialosts in each areas pointed out as follows : mathematics education focused on mathematics in social context has been not emphasized in Japanese mathematics education ; the ideas that human beings are partially and collectively rational coincide with this type of education ; naturally, mathematics closely relates to society in perspective of science in general ; and we can see a essential mathematics activity through learning by geoboard. Finally we constructed a list of problem situations corresponding mathematics content in order to make "mathematics curriculum focused on mathematics in social content". Less
