How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan - Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education collection Accéder directement au contenu
Communication Dans Un Congrès Année : 2022

How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan

Mayu Aoki
  • Fonction : Auteur
  • PersonId : 1154633
Carl Winsløw
  • Fonction : Auteur
  • PersonId : 984166

Résumé

We present a methodological discussion of how to elaborate different scale epistemological reference models and in particular, present a large-scale model for the domain of arithmetic in Japanese primary school, based on the national program and selected textbooks. Our theoretical base is the Anthropological Theory of Didactic (ATD), specifically the notion of praxeology and the levels of didactic codetermination. We also briefly discuss our motivation for creating such models, namely to analyse how students experience shifts between mathematics in different school systems.
Fichier principal
Vignette du fichier
TWG02_01_Aoki.pdf (379.55 Ko) Télécharger le fichier
Origine : Fichiers produits par l'(les) auteur(s)

Dates et versions

hal-03746496 , version 1 (05-08-2022)
hal-03746496 , version 2 (17-10-2022)

Identifiants

  • HAL Id : hal-03746496 , version 2

Citer

Mayu Aoki, Carl Winsløw. How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03746496v2⟩

Collections

CERME12
84 Consultations
29 Téléchargements

Partager

Gmail Facebook X LinkedIn More