| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2012: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2011: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
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| Research Abstract |
This study aimed at developing classroom lessons and curriculum for connecting between elementary and secondary mathematics through a design experiment methodology. We first examined several theoretical viewpoints of the epistemological studies sustaining mathematics classroom practices, the theory building in mathematics education, and the semiotic views. Next, we analyzed the experimental lessons we designed and implemented on inclusion relations between geometric figures, geometrical definitions in the elementary school, and proportion in the junior high school by using the grounded theory approach. Last, we conceptualized our findings from the data analysis towards constituting theory and practice bridging between elementary and secondary mathematics.
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