数学教育における概念変容研究の科学哲学的基礎の再考 : アーネストの社会的構成主義を手がかりに

DOI Web Site 被引用文献2件 参考文献43件

書誌事項

タイトル別名
  • Revisiting the Philosophical Foundations of the Conceptual Change Approach in Mathematics Education : With the Help of Ernest's Social Constructivism
  • スウガク キョウイク ニ オケル ガイネン ヘンヨウ ケンキュウ ノ カガク テツガクテキ キソ ノ サイコウ アーネスト ノ シャカイテキ コウセイ シュギ オ テガカリ ニ

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抄録

The purpose of this paper is to attempt to place a conceptual change theory of knowledge as an epistemology of mathematics, by means of revisiting the philosophical foundations of the conceptual change approach. For attaining this purpose, firstly, through reflections on the philosophy of science that conceptual change approaches have based themselves on so far, the significance of Lakatos's theories are identified. Lakatos's theories, consisting of the dialectic method of "proofs and refutations" and the "methodology of scientific research programme", are then reviewed. Secondly, since Lakatos's fallibilist or quasi-empirical view of mathematics has been provided with greater sophistication in terms of philosophy of mathematics through Ernest's work, his social constructivism as a philosophy of mathematics is focused on. Thirdly, conceptual change theory of knowledge made by Confrey is critically reviewed as well, as she criticizes absolutism and progressive absolutism. In conclusion, with the help of Ernest's social constructivism, a conceptual change theory of knowledge can be elaborated and the epistemological position of conceptual change is summarized in terms of four essential viewpoints: mathematical knowledge, mathematical theory, object of mathematics and mathematical truth.

収録刊行物

  • 科学教育研究

    科学教育研究 34 (1), 38-51, 2010

    一般社団法人 日本科学教育学会

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