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Language：Japanese   Publisher：全国数学教育学会  

The purpose of this paper is to clarify the tasks about mathematical contents in the current curriculum. From the viewpoint of mathematical literacy, it focused specifically on the function. For attaining this purpose, firstly it is described that today's mathematical literacy include both of mathematics of application-oriented (functional) and structure-oriented (theoretical) in which it is emphasized application-oriented (functional) mathematical methods. In this regard, the function is very important to today's mathematical literacy. The function in the school mathematics is defined by a point to see a change dynamically. Therefore, the definition is application-oriented. However, the process is structure-oriented. For example, students are learning with an emphasis on the nature of primary and exponential functions such as a typical function. In addition, the end of the curricula is calculations of the differential calculus and integral calculus, and this is inconsistent with an aim of the function learning. The conclusion of this paper is that the function domain must change the curriculum from structure-oriented to application-oriented as the nature of function. For that purpose, it is necessary to emphasize the process in which it results to a function and returns a function to "real world" in unit composition and a class. The author will work on the tasks that clarified in this paper in future.

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Language：Japanese   Publisher：全国数学教育学会  

The purpose of this paper is addition of significance to mathematical activities as the teaching and learning to foster mathematical literacy. For attaining this purpose, firstly it is described that today's mathematical literacy include both of mathematics of application-oriented (functional) and the structure-oriented (theoretical) in which it is emphasized application-oriented (functional) mathematical methods. Purpose, contents, methodology, and evaluation in mathematics education are inseparably and interdependence related. Therefore, change of the purpose requires reconsideration of contents, methodology, and evaluation. Current "problem solving" is considered from the perspective of mathematical literacy, and following two research tasks will be emerged: "abstraction" and "relating with generalization and reduction". In this paper, for solving them, the solutions are explored from sides of the global viewpoint (curriculum) and the local viewpoint (teaching and learning), based on Shimada's mathematical activities. The following is suggested as a result. In the former, the principle of curriculum construction was suggested. In the latter, the necessity as follows for two points is suggested: introduction of real world problem with necessities to solve, and relating structure-oriented (theoretical) mathematics as a means for solving.

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Language：Japanese   Publisher：公益社団法人日本数学教育学会  

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Language：Japanese   Publisher：全国数学教育学会  

In this research, mathematical literacy is assumed to have fore components: "the nature of mathematics", "mathematical contents", "mathematical method", and "attitude". The purpose of this paper is to consider "mathematical method" as a component of mathematical literacy. "Mathematical method" has been told in various words and various ways. In this paper, in order to explore the essence of "mathematical method", it is focused the researches that are comparatively at an early stage and have affected the researches of "mathematical method" in Japan. According to the researcher's theoretical background, "mathematical method" is identified by three greatly positions: (1) The way that the main focus is construction of mathematical concepts and developing mathematics by mathematizing from a phenomenon (horizontal mathematization) and mathematizing within mathematics (vertical mathematization). (2) The way that the main focus is applying mathematics to reality by mathematizing from a phenomenon, making a mathematical model, and solving a problem. (3) The way includes the first and the second. The first is the stance of mathematization theory (e.g. Freudenthal, 1968, 1983; Treffers, 1987). The second is the stance of mathematical modelling theory and theory of application of mathematics (e.g. Pollak, 1970, 1997, 2003). And the third is the comprehensive stance which includes the both stance (e.g. Lange, 1987, 1996). Thus, "mathematical method" has two directivities: one go toward the development of mathematics and another go toward the application of mathematics to reality. Mathematical literacy should comprehend both. On that basis, it is necessary to identify "mathematical method" that is required today, and to foster this.

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Language：Japanese   Publisher：一般社団法人 日本科学教育学会  

In this paper, the author explores mathematical literacy which children today and in the future should learn in mathematics education, and aims to describe a way of fostering it. For that purpose, first, historical deployment of the word "literacy" is examined, and the background of today's literacy theories is clarified. Discussion is then focused on today's society, which is considered from the viewpoint of mathematics. The orientation of mathematical literacy required today is clarified in the form of literacy in mathematics education, and ways of fostering it are examined. Mathematical literacy is the total knowledge and competence which all children in school should learn, these are also needed for participating in society beyond school. On that basis, it is argued that methods of mathematics as applied orientation are emphasized in today's society, which is not to say that attention should not be paid to other aspects of mathematical literacy. Therefore, in a curriculum or teaching and learning, while emphasizing methods of mathematics as applied orientation, it is necessary to take into consideration the whole of mathematical literacy. In this paper, it is argued that it is effective to pay attention to abstraction of phenomena that constitute a phase of mathematical activity when emphasizing methods of mathematics as applied orientation and making connection with other components.

DOI： 10.14935/jssej.32.406

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Language：Japanese   Publisher：一般社団法人 日本科学教育学会  

The purpose of this research is to clarify the current issues of mathematical literacy and to propose its future perspective. In this paper, we firstly look at the historical and social development of the conception of literacy from the hunter-gatherer society through the agricultural society and the industrial society to the knowledge-based or information society. Secondly, we consider the asymmetrical relationship between the society and individuals, in terms of "mathematization". The point is that mathematics becomes implicit and invisible for the people, because it is embedded in technological tools such as calculators and computers in the society. This situation can be best summarized by the following words: "an increasing mathematization of our society is complemented by an increasing demathematization of its individual members" (Keitel, 1997:2). Because we are living in this mathematized society, we should develop mathematical literacy in order to encode and decode from the real world to the mathematical one. From this perspective, we discussed the fundamental principle of an alternative curriculum for mathematical literacy. In short, it means that mathematical thinking including modeling and critical thinking is emphasized increasingly as well as mathematical contents.

DOI： 10.14935/jssej.32.366

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Language：Japanese   Publisher：日本科学教育学会  

A Chronological Table of Scientific Literacy since 1944 was developed for a better understanding of scientific literacy. In this context, scientific literacy includes not only scientific literacy itself but also mathematical literacy and technological literacy. The table is indebted to the project "Science and Technology Literacy for Morally Well-Off Life in the 21^<st> Century" during the years 2005-2007 for its results.

DOI： 10.14935/jssej.32.340

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Language：Japanese   Publisher：日本数学教育学会  

我が国における数学的リテラシーとその研究に関する動向について,我が国の数学的リテラシー研究の変遷,我が国固有の数学的リテラシー論,我が国における数学的リテラシーの議論,我が国の数学的リテラシー研究の特徴,からまとめた.我が国の数学教育におけるリテラシーの議論は,80年代初頭のコンピュータリテラシーの議論に始まり,次第に現在の数学的リテラシーの議論へと移っていることが明らかにされた.そして,我が国固有な数学的リテラシー論として,「マジョリティの生徒の知的育成のための数学」,「情報化社会における一般市民の広義の読み書き能力」,「マテラシー」の3つが同定された.

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Language：Japanese   Publisher：国立教育政策研究所  

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Language：Japanese   Publisher：公益社団法人日本数学教育学会  

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Language：Japanese   Publisher：全国数学教育学会  

A purpose of this research is to show current direction of literacy. In addition, as concrete context, an environmental problem is introduced as a focus for one of the literacy perspectives. From historical viewpoint of literacy, literacy theories have had two aspects; one is literacy as "culture", and the other is literacy as "reading and writing". OECD/PISA literacy and AAAS/SFAA literacy which are well-known literacy theories are considered in these two viewpoints, literacy as "culture" and literacy as "reading and writing", as a frame. As a result, present direction of literacy can not only be narrowed down to "reading and writing" but also extending to "culture". In this research, environmental problem is set for one focus for literacy that includes culture. And, approach for an environmental problem in mathematics education is considered based on D'Ambrosio (1994)'s work. That is, it suggests that curriculum constitution based on progressivism is important and mathematical modeling activity is effective approach.

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Language：Japanese   Publisher：一般社団法人 日本科学教育学会  

本稿では,Chevallard(2007)の論考に基づき,「文化的手ほどき」として数学的リテラシーの捉え方の再考をおこなった。本稿の主張は,文化的手ほどきとしての数学的リテラシーを,数学的モデル化という数学の方法から包括的に捉えることが,数学の方法の構造化に対して有効である,ということである。そして,このように数学の方法を包括的に捉えた上で,数学の方法の構造化のためには,以下の3点の課題を解決することが必要であることを論じた。①「思考による抽象」との接続,②一般化との接続,③内容との接続。

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Language：Japanese   Publisher：公益社団法人日本数学教育学会  

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Language：Japanese   Publisher：広島大学学部・附属学校共同研究機構  

本研究は中学校・高等学校数学科における教育実習の評価, とりわけ授業実践に関する観点別評価のあり方を改善し, 教育実習の充実をはかるものであり, 本稿はその第4年次報告である。今年度は, 教育実習における教科指導全体を, 授業評価を軸にして実施・検討するという手法で, 教育実習を改善することを目指した研究を行った。その結果, 初めて教壇に立つ教育実習生にも授業を構成する要素や授業評価基準をわかりやすく示すことができる, 指導教員が各々の教育実習生の課題やその推移を把握しやすい, 教育実習の評価をより客観的なものにできるなどの優れた点がある一方で, 授業実践に先立つ教材研究の部分を評価するためには必ずしも十分ではないことが示された。

DOI： 10.15027/31216

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Language：Japanese   Publisher：一般社団法人日本科学教育学会  

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