A View of Elementary School Mathematics in Open Education
1(2) 85-95, 1997
DOI: JANT Vol.1(No.2) 85-95, 1997
Recently, by the popularization of computers and the development of many kinds of information transmission software, the living pattern in business offices and in home-life have changed rapidly. Because of the great progression of today`s science technology, the influence of social education on the children is larger than that of the traditional school. By a rapid change in the social atmosphere, there are some people who insist the traditional school education system is of no use any more. There have been many calls for reform of traditional schooling and in particular there has been major rethinking of school mathematics. The initial demand for change in elementary school mathematics is because of the poor achievement of students. There are even more compelling reasons for change. For example today`s science technology society requires a different mathematical literacy for its citizens than that of the past. The importance of problem-solving based on intrest and progress is more impoetant than just paper-pencil computation in elementary schools. And also the increasing information wave of today`s society demands that the school accept the long-distance education which could not be imagined in the past. Taking account of this variety, school education in the future should willingly introduce and apply the open education system to keep pace with today`s society. To accept society demands actively, today`s schools are going to accept and apply the idea of the open education. In this viewpoint, the purpose of the paper is to analyze the causes of under-achievement in mathematics learning, the directions of school mathematics education, the system of textbooks and the problems of teaching-learning programs and paper-pencil test.
1(2) 97-108, 1997
DOI: JANT Vol.1(No.2) 97-108, 1997
1(2) 109-123, 1997
DOI: JANT Vol.1(No.2) 109-123, 1997
1(2) 137-148, 1997
DOI: JANT Vol.1(No.2) 137-148, 1997
1(2) 149-161, 1997
DOI: JANT Vol.1(No.2) 149-161, 1997
Research in Mathematics Education
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