Abstract

Mathematics education community in Japan has continuously and extensively developed 'mathematical thinking' as an educational value. In this paper, the historical review was conducted on mathematical thinking in terms of its evaluation and educational method, textbook change, and research on treatment of diversified mathematical thinking. This approach can provide methodologically an important perspective to grasp, clarify and make relative the values in mathematics education in different times of each culture. Values here mean those attitudes which lay at the back of the intention, judgment, and selection of teaching-learning activity exhibited by primary teachers. As a result of this research, it is learnt that the theme in mathematics education research does reflect values held by the primary mathematics teachers. They, in turn, have held central ideas and value utilizing children's diversified mathematical thinking, letting them subjectively and extensively construct mathematical ideas in the lesson. The major characteristics of Japanese Mathematics education is the open-ended approach, which has been developed as an evaluation and educational method of mathematical thinking. This is available as translated version of 'The Open-Ended Approach: A New Proposal for Teaching Mathematics' (The original version (Shimada) is in Japanese published in 1977).

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