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

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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.
Original languageEnglish
Title of host publicationProceedings of the Twelfth Congress of European Research Society in Mathematics Education (CERME12)
EditorsJeremy Hodgen, Eirini Geraniou, Giorgio Bolondi, Federica Ferretti
PublisherFree University of Bozen-Bolzano
Publication date2022
ISBN (Electronic)979-1-22-102537-8
Publication statusPublished - 2022
Event12th Congress of European Research in Mathematics Education - Free University of Bozen-Bolzano, Bolzen-Bolzano, Italy
Duration: 2 Feb 20226 Feb 2022
Conference number: 12


Conference12th Congress of European Research in Mathematics Education
LocationFree University of Bozen-Bolzano

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