本论文由6个部分组成。本论文中，主要论述第二次世界大战后的日本数学教育发展历程。在研究方法方面，主要考察为了数学教育的创建，研究者们所开展的强劲的教育运动。 有关这方面的研究，在国内是前所未有的。也就是，过去研究者们从来没有涉及过有关这方面的研究。因此，笔者所采用的研究方法与包含小仓金之助在内的其他日本学者们的研究方法是完全不同的。 笔者，从上述观点出发，分析了战后数学教育的发展历程。并且，研究过程中所摸索出的一些观点为依据，展望面向21世纪的数学教育发展。 在第一章阐述，第二次世界大战前的数学教育的特征。概括其特征就是模仿欧美，这种作法至今仍在日本数学教育界中被广泛利用。 在第二章阐述，在C. I.E（民间教育局）的指导下被开展的关于‘新教育’的日本教育趋向。 文部省与民间团体同心协力，为了普及新教育做出了努力。因此，不少教师把新教育看作是理想化的教育模式。但是，通过广泛的实践逐渐发现，‘新教育’并不是符合日本现状的教育模式。数学教育界的一些研究者们开始研究了新教育的真实情况。结果发现，新教育是以美国新政策（美国民主党进步派的主义，特别是F. D. Roo s eve 1 t总统在1933年为了经济恢复与社会保障而采取的革新政策）为背景的，一种教育模式而已。因此，民间的研究者们为了创造符合日本现状的数学教育，开展了教育运动。我们把这时期的教育运动称作为数学教育的‘自立化运动’。在本章以实际资料为依据，详细介绍上述的教育动向。 在第三章介绍，研究者们为了恢复数学教育的地位而所付出的努力以及它的过程。 在广泛的教师们的努力之下，于1958年，数学教育学作为学科得到了恢复。这成果值得记载于历史史册。但是，当时在领导者之中发生了重大问题。也就是，随着现代化的迫近，围绕确定数学教育发展方向的问题，在研究带头人中间产生了严重的对立。在当时，数学教育现代化潮流开始影响日本数学教育界。当时，一部分指导者们通过对欧美数学教育现代化运动的批判地分析，进一步探索了符合日本国情的数学教育新方向。结果诞生了“数学教育科学化运动’。其特征是，科学地分析学生的认识，并以现代数学的观点汇编教学内容。而且，教育运动进一步促进了‘数学教育学会’的建立。另一方面，这时期管理主义教育开始蔓延于教育界。针对政府的管理统制，数学教师们为了确保研究的自由而做出了艰苦的斗争。在本章，详细介绍上述的教育动向。 在第四章介绍，日本数学教育现代化运动的两个潮流。日本的数学教育现代化也象欧美一样，由产业界和经济界的要求而引起的。文部省积极推进了数学教育现代化。并且，民间团体也积极推进了现代化运动。但是，文部省和民间团体所推进的数学教育现代化具有本质性差异。文部省并没有科学地分析欧美的动向，而全盘引进。并想实施上级决定一切，下级全面实施的‘自上而下’的管理模式。相对于文部省，民间团体从学生的实际情况出发，考虑并改造数学教育。文部省所推进的数学教育现代化，没过几年就处于进退两难的地步了。当时的另一个特征是，学生和教师当中蔓延着颓废状况。对数学学习失去兴趣的学生当中，开始出现了各种各样的不良行为。为了克服这种现状，数学教育者们开始探索新的教育内容和模式。也就是探索着与儿童的生活方式相紧密结合的教育模式。我们把这时期的教育运动称之为‘生动的数学’。 在第五、六章介绍，国际协作之下，数学教育得到发展的历史经过．主要以日本和中国为中心，共同促进了数学教育的发展。之后，发展为由美国、德国、法国等欧美国家在内的‘五国国际会议’。数学教育的国际交流，促进了数学教育的研究，并使数学教育的研究领域进一步扩大为文化史、信息学、数学史等融和在一起的学术研究领域。现在，这些研究成果与计算机互联网的利用结合在一起，开始形成了数学教育的新的研究方法。在国际协作之下，日本的数学教育正处于对‘文化和人类，未来教育’进行研究和实践的阶段。数学文化史、综合学习、远距离协同学习就是此例。 本论文中，笔者从数学教育史和比较教育学的角度出发，论述战后日本数学教育发展概况。

This paper amounts to six chapters.This study aims to reconsider the progress of the postwar mathematics education in Japan. As a method of this research, the author paid close attention to the movement o f many people who acted as leaders ofreconstructing the mathematics education. This method was not highly regarded among the researchers in the past and such a study has never happened before. Consequently, that is quite different from the method of Prof. Dr. K. ogura and the other researchers. The author investigated in detail the characteristic of mathematics education from the above standpoint. Furthermore the author tried to indicate the guidelines for the mathematics education in the 21st century.In chapter 1 we showed the characteristics of the prewar mathematics education in Japan. Generally it was an imitation of Europe and America.The trend of the educational world in Japan toward New Education, which was propagated under the guide of the CIE (Civil Information and Educationsection) , is written down in chapter 2.The Ministry 'of -Education propagated the New Education in cooperation with the private sector. So many teachers regarded it as an ideal style for anew education. However, out of practice, they realized that the New Education was not always suitable to the actual condition of Japan. The leaders of mathematics education began to investigate the background of the NewEducation in America. As a result, they found out the fact that New education was just an educational style under the New Deal policy of America. Theleaders on the part of private sector took action to resuscitate the mathematics education corresponding to the society in Japan. We call this movement the"Self-reliant Movement in mathematics education". We gave careful consideration to the above trend through corroborative data. In chapter 3, we looked back on the studies and the practices of the leaderswho tried to reconstruct the mathematics education. In 1958, the needed course of mathematics has been restored by the cooperation of many teachers. Thishas been an event which should be recorded in the history in Japan. However, soon afterward a serious problem had cropped up among the leaders. Theywere faced with an internal conflict how to reconstruct the mathematics education under the situation of the impending modernization of mathematics. Surveying the wave of New Math movement in America and Europe, a number of the leaders searched for the new directions for mathematicseducation in Japan. The result has been the birth of the "Scientific Movement in mathematics education". The feature had to be found in the point of thescientific analysis of the learners. Furthermore the leaders created the new contents from the point of view of the present-day mathematics. Thismovement was connected with the establishment of "Mathematics Education Society of Japan". On the other hand, the control-oriented education became tospread widely in the educational world. The mathematics educators struggled against the administration in order to secure the liberty of the study. We gave careful consideration through corroborative data. In relation to the New Math in Japan, two tendencies are written down in chapter 4. The New Math in Japan occurred with the request of the industrial world, the economic world like the Europe and America. The Ministry of Education took a positive attitude toward the New Math. The leaders on the part of private sector promoted it positively as well. However, there was a striking contrast between the Ministry of Education and the private sector. The Ministry of Education accepted the trend in Europe and America without any criticism. Actually the implementation had been tried through the formula of top-down. On the other hand, the private sector tried to reform the mathematicseducation from the standpoint of the learners. After few years, the Japanese version of New Math promoted by the Ministry of Education was wrecked on a reef.In these situation, a tendency of corruption started spreading among the teachers and the learners. Many students without any interest in learningmathematics became delinquent.In such a situation, the mathematics educators tried to reorganize the mathematics education from the point of the realty of the learners. We call thismovement "Living Mathematics for Learning" in.mathematics education. In chapter 5 and 6, we described the development of mathematics educationalong the international cooperation. The mathematics education developed around Japan and China. After that, many researchers in America, Germanyand France joined the conference. In this way the "Five Nations Conference on Mathematical Education" was born. Furthermore, the interdisciplinary research of informatics and cultural history has been raised up. At present these studies are connected with the use of the Internet which brought to the field of researching a new mathematics education.Now the mathematics education in Japan is studied and practiced along the frame of "the education to the culture, the human being and future". Forinstance, mathematics education has some study fields such as the Cultural History of Mathematics, the Synthetic Learning and the Distance Learning.In this study, the author describes the progress of the postwar mathematics education from the standpoints of the history of mathematics education and the comparative study of education.