| Item type |
デフォルトアイテムタイプ_（フル）(1) |
| 公開日 |
2023-03-18 |
| タイトル |
|
|
タイトル |
Multi-World Paradigm in Mathematical Learning (1) : An Analysis of Mathematics Classes |
|
言語 |
en |
| 作成者 |
Nakahara, Tadao
Sasaki, Tetsuro
Koyama, Masataka
Yamaguchi, Takeshi
|
| アクセス権 |
|
|
アクセス権 |
open access |
|
アクセス権URI |
http://purl.org/coar/access_right/c_abf2 |
| 主題 |
|
|
主題Scheme |
NDC |
|
主題 |
370 |
| 内容記述 |
|
|
内容記述 |
The recent researches of mathematical education are under significant influence of three thoughts including radical constructivism, interactionism, and socioculturism. While they are mutually conflicting theoretically, it should be unavoidable to integrate and coordinate the three thoughts in order to explain the realities of mathematical learning. Nakahara (1997a) calls this view "multi-world paradigm" in mathematical learning. We illustrate two analyses of mathematical learning based on the multi-world paradigm and consider it theoretically. Multi-world paradigm suggests the very important direction for research in teaching and learning mathematics forward because educational phenomena are often complex and can't be reduced to a single theory. |
|
言語 |
en |
| 出版者 |
|
|
出版者 |
Department of Mathematics Education, Faculty of Education, Hiroshima University |
| 言語 |
|
|
言語 |
eng |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| 収録物識別子 |
|
|
収録物識別子タイプ |
ISSN |
|
収録物識別子 |
0919-1720 |
| 収録物識別子 |
|
|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AN10444573 |
| 開始ページ |
|
|
開始ページ |
1 |
| 書誌情報 |
Hiroshima journal of mathematics education
Hiroshima journal of mathematics education
巻 8,
p. 1-13,
発行日 2000-03
|
| 旧ID |
29290 |
HiroshimaJMathEduc_8_1.pdf (789.4 KB)
