Development of mathematics education in Japan from Meiji era to present time : focusing on the change of realism and academism
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- IWASAKI Hideki
- Graduate School of International Development and Cooperation, Hiroshima University.
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- UEDA Atsumi
- Facalty of School Education, Hiroshima University.
説明
The knowledge and skills acquired through basic education is applicable only for limited period due to constant changes in the society. Changes in industrial structure make education popular and the period for schooling longer. This societal trend is considered a transitional process which characterize also the goal of mathematics education shifting from acquisition of knowledge and skills to development of mathematical attitude and thinking. Philosophy of educational process has shifted from behaviorism to cognitivism or constructivism. This change is reflected in the shift in the principle of curriculum development from systematic to unit-constructive approach. Similar change is perceived in the philosophy of mathematics with regards to mathematics education, which has shifted from externalism to internalism. It could be said that in general, philosophy of mathematics education at the compulsory level has transformed from realism associated with limited realities to academism associated with unlimited and diverse realities.
収録刊行物
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- International Journal of Curriculum Development and Practice
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International Journal of Curriculum Development and Practice 1 (1), 103-112, 1999
日本教科教育学会
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詳細情報 詳細情報について
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- CRID
- 1390001205782027392
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- NII論文ID
- 110007969885
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- ISSN
- 24241415
- 13444808
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- 本文言語コード
- en
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- データソース種別
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- JaLC
- CiNii Articles
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- 抄録ライセンスフラグ
- 使用不可