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How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan. / Aoki, Mayu; Winsløw, Carl.
Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12). ed. / Jeremy Hodgen; Eirini Geraniou; Giorgio Bolondi; Federica Ferretti. Free University of Bozen-Bolzano, 2022. p. 328-335.
Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
Harvard
Aoki, M & Winsløw, C 2022,
How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan. in J Hodgen, E Geraniou, G Bolondi & F Ferretti (eds),
Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12). Free University of Bozen-Bolzano, pp. 328-335, 12th Congress of European Research in Mathematics Education, Bolzen-Bolzano, Italy,
02/02/2022. <
https://hal.science/hal-03746496v2>
APA
Aoki, M., & Winsløw, C. (2022).
How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan. In J. Hodgen, E. Geraniou, G. Bolondi, & F. Ferretti (Eds.),
Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12) (pp. 328-335). Free University of Bozen-Bolzano.
https://hal.science/hal-03746496v2
Vancouver
Aoki M, Winsløw C. How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan. In Hodgen J, Geraniou E, Bolondi G, Ferretti F, editors, Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12). Free University of Bozen-Bolzano. 2022. p. 328-335
Author
Aoki, Mayu ; Winsløw, Carl. / How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan. Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12). editor / Jeremy Hodgen ; Eirini Geraniou ; Giorgio Bolondi ; Federica Ferretti. Free University of Bozen-Bolzano, 2022. pp. 328-335
Bibtex
@inproceedings{d41b9a4a789d4a5c8d3fe0ba4b356944,
title = "How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan",
abstract = "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.",
author = "Mayu Aoki and Carl Winsl{\o}w",
year = "2022",
language = "English",
pages = "328--335",
editor = "Jeremy Hodgen and Eirini Geraniou and Giorgio Bolondi and Federica Ferretti",
booktitle = "Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12)",
publisher = "Free University of Bozen-Bolzano",
note = "12th Congress of European Research in Mathematics Education, CERME ; Conference date: 02-02-2022 Through 06-02-2022",
url = "https://www.cerme12.it/",
}
RIS
TY - GEN
T1 - How to map larger parts of the mathematics curriculum? The case of primary school arithmetic in Japan
AU - Aoki, Mayu
AU - Winsløw, Carl
N1 - Conference code: 12
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
M3 - Article in proceedings
SP - 328
EP - 335
BT - Proceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12)
A2 - Hodgen, Jeremy
A2 - Geraniou, Eirini
A2 - Bolondi, Giorgio
A2 - Ferretti, Federica
PB - Free University of Bozen-Bolzano
T2 - 12th Congress of European Research in Mathematics Education
Y2 - 2 February 2022 through 6 February 2022
ER -
