How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan
Publikation: Bidrag til bog/antologi/rapport › Konferencebidrag i proceedings › Forskning › fagfællebedømt
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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.
Originalsprog | Engelsk |
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Titel | Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12) |
Redaktører | Jeremy Hodgen, Eirini Geraniou, Giorgio Bolondi, Federica Ferretti |
Forlag | Free University of Bozen-Bolzano |
Publikationsdato | 2022 |
Sider | 328-335 |
ISBN (Elektronisk) | 979-1-22-102537-8 |
Status | Udgivet - 2022 |
Begivenhed | 12th Congress of European Research in Mathematics Education - Free University of Bozen-Bolzano, Bolzen-Bolzano, Italien Varighed: 2 feb. 2022 → 6 feb. 2022 Konferencens nummer: 12 https://www.cerme12.it/ |
Konference
Konference | 12th Congress of European Research in Mathematics Education |
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Nummer | 12 |
Lokation | Free University of Bozen-Bolzano |
Land | Italien |
By | Bolzen-Bolzano |
Periode | 02/02/2022 → 06/02/2022 |
Internetadresse |
Links
- https://hal.science/hal-03746496v2
Forlagets udgivne version
- http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf
Forlagets udgivne version
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