遠山啓の数学教育思想の再検討

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書誌事項

タイトル別名
  • Reconceptualizing Hiraku Tohyama’s thought of mathematics education
  • 遠山啓の数学教育思想の再検討 : 1963年における「授業」の発見
  • トオヤマケイ ノ スウガク キョウイク シソウ ノ サイケントウ : 1963ネン ニ オケル 「 ジュギョウ 」 ノ ハッケン
  • 1963年における「授業」の発見

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抄録

Hiraku Tohyama (1909–1979) was a mathematician who developed two theories on arithmetic education. One is “suido-houshiki,” the systematic method of instruction for performing calculations on paper, and the other is “ryo-no-taikei,” the method of curriculum design wherein several types of quantities are arranged in the right order. This paper challenges the widespread understanding that Tohyama believed that arithmetic education should be provided in accordance with these theories. Around the 1950s, Tohyama clearly distinguished between mathematics and art on the ground that mathematics is logical and systematic. He intended to criticize those who advocate mathematics education that is suited to children’s everyday life . Tohyama developed the two abovementioned theories while editing arithmetic textbooks in the late 1950s. Because he believed that textbooks were indispensable to teachers, he wished to produce textbooks that were systematic. However , in 1963, he started to insist on the close relation between science and art and began to raise doubts about the effectiveness of lessons that were based on plans and textbooks. This radical shift in his educational thought occurred after he witnessed unexpected active participation by children in learning in the classroom. In conclusion, that teachers should use systematically organized textbooks was not a strong belief that Tohyama held throughout his life; rather, it was a temporary opinion. He finally concluded that instructional theories such as “suido-houshiki” and “ryo-no-taikei” were fallible.

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