-
- 伊藤 伸也
- 筑波大学大学院博士課程人間総合科学研究科:(現)金沢大学人間社会研究域学校教育系
書誌事項
- タイトル別名
-
- The Background of the OECD/PISA Mathematics Framework : Viewed through Hans Freudenthal's Didactics of Mathematics
- OECD PISA ノ スウガクテキ リテラシー ヒョウカ ワクグミ ノ ハイケイ H フロイデンタール ノ スウガク キョウジュロン ト ノ カカワリ カラ
この論文をさがす
抄録
The purpose of this study is to discuss some key elements of the OECD/PISA mathematics framework in the light of Hans Freudenthal's didactics of mathematics, and to propose a component of PISA's definition of "mathematical literacy" in the light of his didactics. In order to accomplish this, this study outlines Freudenthal's didactics and the PISA mathematics framework, and compares the two from the following four viewpoints: first, using the concept of "mathematical literacy", and then by looking at three components of PISA investigation, that is, "situations and contexts", "mathematical content' 'and "mathematical processes". Apart from the evident influence of Freudenthal on PISA's concept of "mathematical literacy", the influence of his didactics on all three components is confirmed. To be specific, the place of "situations and contexts" in the PISA mathematics framework is closely aligned with Freudenthal's didactics; PISA's "overarching ideas" for its mathematics framework are also influenced by Freudenthal's "didactical phenomenology"; and the key idea of "mathematisation" in the PISA mathematics framework has its origins in Freudenthal's concept of "mathematizing". If Freudenthal's concept of "mathematizing" is at heart of mathematics education, individual's capacities for "local organization" according to context rightly occupy a central place in PISA's rich definition of "mathematical literacy".
収録刊行物
-
- 科学教育研究
-
科学教育研究 33 (4), 321-329, 2009
一般社団法人 日本科学教育学会
- Tweet
キーワード
詳細情報 詳細情報について
-
- CRID
- 1390001205751257088
-
- NII論文ID
- 110007503677
-
- NII書誌ID
- AN00036978
-
- ISSN
- 21885338
- 03864553
-
- NDL書誌ID
- 10535197
-
- 本文言語コード
- ja
-
- データソース種別
-
- JaLC
- NDL
- CiNii Articles
-
- 抄録ライセンスフラグ
- 使用不可
