| Item type |
デフォルトアイテムタイプ_（フル）(1) |
| 公開日 |
2024-01-05 |
| タイトル |
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|
タイトル |
Real and illusionary difficulties in conceptual learning in mathematics: comparison between constructivist and inferentialist perspectives |
|
言語 |
en |
| 作成者 |
Uegatani, Yusuke
Otani, Hiroki
Shirakawa, Shintaro
Ito, Ryo
|
| 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 |
| 権利情報 |
|
|
言語 |
en |
|
権利情報 |
This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/ licenses/by/4.0/. |
| 主題 |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Difficulty |
| 主題 |
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言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Conceptual learning |
| 主題 |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Misconceptions |
| 主題 |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Inferentialism |
| 主題 |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Constructivism |
| 内容記述 |
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|
内容記述 |
Due to the learning paradox, students cannot have real difficulty in understanding a mathematical concept that they have not yet understood. There is a gap between real difficulties, directly experienced by students, and illusionary ones, only observed by researchers. This paper aims to offer a critical reflection on our understanding of the term difficulty in mathematics education research. We start this paper by arguing that a constructivist perspective, which has often been adopted in researches on mathematical task design, can deal with difficulties in solving a mathematical problem, but it cannot theoretically deal with those in understanding a mathematical concept. Therefore, we need the alternative philosophy of Robert Brandom’s inferentialism to capture students’ real difficulties in conceptual learning. From an inferentialist perspective, we introduce the idea of illusionary and real difficulties. The former is defined as what students cannot do, but they are not conscious of what they should do, while the latter is defined as what students cannot do despite their consciousness of what they should do. Through an eighth grade classroom episode, we argue that it is important in mathematics education research to focus not only on illusionary difficulties but also on the transition from illusionary to real difficulties. Researchers are encouraged to design a learning environment in which students become conscious of what they cannot do and to observe their mathematics learning in such an environment. |
|
言語 |
en |
| 内容記述 |
|
|
内容記述タイプ |
Other |
|
内容記述 |
The current paper is based on the first two authors’ poster presentation at the third research meeting of the Japan Society for Science Education in 2018. An earlier version of this manuscript for the poster presentation appeared in JSSE Research Report, 33(3), 161–166, and is retrievable from https:// doi. org/ 10. 14935/ jsser. 33.3_ 161, though it is only available in Japanese. |
|
言語 |
en |
| 出版者 |
|
|
出版者 |
Springer |
|
言語 |
en |
| 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 |
journal article |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| 関連情報 |
|
|
|
識別子タイプ |
DOI |
|
|
関連識別子 |
https://doi.org/10.1007/s13394-023-00478-6 |
| 助成情報 |
|
|
|
助成機関名 |
日本学術振興会 |
|
|
言語 |
ja |
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|
研究課題番号URI |
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-21K13587/ |
|
|
研究課題番号 |
21K13587 |
|
|
研究課題名 |
推論主義の視座から見た数学の授業場面における規範性の源泉 |
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言語 |
ja |
| 助成情報 |
|
|
|
助成機関名 |
Japan Society for the Promotion of Science |
|
|
言語 |
en |
|
|
研究課題番号URI |
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-20K14013/ |
|
|
研究課題番号 |
20K14013 |
|
|
研究課題名 |
推論主義の視座から見た数学の授業場面における規範性の源泉 |
|
|
言語 |
ja |
| 助成情報 |
|
|
|
助成機関名 |
日本学術振興会 |
|
|
言語 |
ja |
|
|
研究課題名 |
推論主義に基づく統計教育の改善に向けた基礎的研究 |
|
|
言語 |
ja |
| 助成情報 |
|
|
|
助成機関名 |
Japan Society for the Promotion of Science |
|
|
言語 |
en |
|
|
研究課題名 |
推論主義に基づく統計教育の改善に向けた基礎的研究 |
|
|
言語 |
ja |
| 書誌情報 |
en : Mathematics Education Research Journal
発行日 2023-11-15
|
| 旧ID |
54784 |
Uegatani_MathEdResJ_2023.pdf (1.4 MB)
