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Real and illusionary difficulties in conceptual learning in mathematics: comparison between constructivist and inferentialist perspectives

https://hiroshima.repo.nii.ac.jp/records/2007685
https://hiroshima.repo.nii.ac.jp/records/2007685
ec7e53c5-6991-48e0-bf5c-1624b5d1f674
名前 / ファイル ライセンス アクション
Uegatani_MathEdResJ_2023.pdf Uegatani_MathEdResJ_2023.pdf (1.4 MB)
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
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

× Uegatani, Yusuke

en Uegatani, Yusuke

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Otani, Hiroki

× Otani, Hiroki

en Otani, Hiroki

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Shirakawa, Shintaro

× Shirakawa, Shintaro

en Shirakawa, Shintaro

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Ito, Ryo

× Ito, Ryo

en Ito, Ryo

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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
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
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
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
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
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