| Budget Amount *help |
¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000)
Fiscal Year 2019: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2018: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2017: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
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| Outline of Final Research Achievements |
The study aimed at clarifying theory and practice for mathematics teaching which enables students to overcome the gaps between elementary and secondary mathematics and which can coherently develop the students’ learning through a teaching unit. As a theoretical perspective, I discussed the narrative thinking of mathematics classroom and its culture as the analytical framework of the study. Practically, I conducted the design experiments on division, proof by literal expression, solid figure, and geometric proof and analyzed them particularly in terms of the narrative thinking and the semiotic interpretation. Finally, I tried to conceptualize the theoretical viewpoints as well as clarifying mathematical knowledge for teaching for the bridging between elementary and secondary mathematics.
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