Kazuya KAGEYAMA 影山 和也
“How does math affect human growth?”
“What is math anyway??”
With these big questions, I have continued to inquiry and conduct my research. We might see “math” as a school subject always in solid existence, embedded in the Course of Study or in the textbook. I would say that authentically “math” is in the everyday human activities, and also a cultural heritage by itself. For instance, you may recall your math classroom with many formulas, one after another. They are neither static nor worthless; rather, mathematics always assures us the freedom of creating new formula accordingly. Learning from the ancestors’ wisdom and their human struggles, students will become active math constructors. I am envisioning how the schools and classroom teaching can assure such initiatives of learners.
In EVRI, I belong to “Learning Community Unit: Knowledge Creation Cluster” to search for the requirements to make classroom learning meaningful for students. We propose the new pedagogical research paradigm that goes beyond restriction of hypothesis-verification, cause-effect. Based on such paradigm, we are aiming to construct new curriculum and meaningful learning community, and to propose effective manners of interaction between teachers and learners.
Kageyama, K., Koyama M. (2018). Individual and collective aspects of students’ mathematical noticing. In Proceedings of the International Conference of 8th ICMI-East Asia Regional Conference on Mathematics Education, 1, 485-492.
Epistemology of mathematics
Reality and mathematics
Interdisciplinary of educational research