Values in Japanese mathematics education: their historical development.

Autor/inn/en	Baba, Takuya; Iwasaki, Hideki; Ueda, Atsumi; Date, Fumiharu
Titel	Values in Japanese mathematics education: their historical development.
Quelle	In: ZDM : mathematics education, 44 (2012) 1, S. 21-32 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-012-0406-1
Schlagwörter	Aktivität; Mathematik; Mathematikunterricht; Mathematisches Denken; Idee; Tradition; Japan
Abstract	Individual mathematics teachers may value different aspects of teaching and learning mathematics, but at the same time their value systems are under the influence of socially shared values. This paper describes such values in Japanese mathematics education from a historical and normative perspective. After the introduction of Western mathematics into the modern school system in the Meiji period (1868-1912), the people of Japan struggled to adapt and absorb it onto the foundation of Japanese tradition. In the subsequent development of Japanese mathematics education, the integration of both practical and theoretical aspects have been issues, alongside changes in educational focus and in society at large, which are symbolically represented by the enrolment rates at all of elementary, secondary, and tertiary education levels. Mathematics education in Japan has also been subject to international influences, such as the reform movement and the modernization movement, at critical junctures in its development. Key concepts such as mathematical ideas, mathematical thinking, and mathematical activities are traces of such historical efforts by the Japanese mathematics education community, and represent their socially shared values.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2013/1