| Popis: |
Mathematical academic abilities and mathematical literacy is considered from the Japanese and international context. On considering academic abilities and literacy, a framework that grasps those is discussed. There is an ambiguity of the words, 'academic abilities' and 'literacy'. As a measure for overcoming the ambiguity, three levels of curriculum that was proposed by the International Association for the Evaluation of Educational Achievement -IEA- is recommended to use: intended curriculum, implemented curriculum and attained curriculum. Firstly, the change of mathematical academic abilities and mathematical literacy since the Meiji era is summarized focusing on educational objectives and objectives for evaluation of primary and secondary mathematics education. Mathematical academic abilities and mathematical literacy in the Meiji era were composed of computational skills as substantial discipline and spiritual training as formal discipline. Through the scientific spirits by Kinnosuke Ogura and the mathematical considering or methods by Ryoichiro Sato in Taisho era and the mathematical thought by Naomichi Shiono in the beginning of Showa era, ways of mathematical thinking has been aimed after the war and enjoyment of mathematical activities is currently added as objectives. Mathematical literacy has been advocated since the 1980's by a group of Japanese mathematicians with upper secondary and university mathematics education in mind. Next, it is revealed based on the Japanese situation that mathematical academic abilities and mathematical literacy are different as views on mathematics education are different. Mathematics, education and mathematics education have their own views on such, and different abilities and literacy are identified based on the three views. In views on mathematics education by mathematics or education, objectives for its education tend to acauire mathematics knowledge and skills. ln view on mathematics education by such, objectives for mathematics education are to foster abilities and attitudes to think mathematically. It has its view of learning that children create their own. They are also discussed in other countries. In some countries, standards on mathematics processes as well as standards on mathematics contents are set. In the standards on the processes of such, representation, reasoning, communication, connection and problem solving are included. With reference to these discussions mentioned above, methodology for constructing mathematical academic abilities is described based on the view of mathematics education as follows: structuralizing mathematical academic abilities as objectives, systematizing instruction to foster it and concretizing evaluation of mathematical academic abilities. Finally, both content aspects and cognitive/affective aspects are proposed as mathematical academic abilities. bearing both children's growth and social development in mind. Regarding on mathematics content aspect, mathematics expressions and mathematics proof are included. Five strands of cognitive/affective aspects: 'understanding', 'processing', 'thinking', 'using' and 'enjoying' are proposed to foster mathematical academic abilities through learning the content. As future tasks, empirical research on mathematical academic abilities bearing educational values in mind and teacher education are presented. |
