2016 Fiscal Year Final Research Report
A collaborative study of developing curriculum and mathematical knowledge for teaching for connecting between elementary and secondary mathematics
Project/Area Number 
26350194

Research Category 
GrantinAid for Scientific Research (C)

Allocation Type  Multiyear Fund 
Section  一般 
Research Field 
Science education

Research Institution  Okayama University 
Principal Investigator 

Project Period (FY) 
20140401 – 20170331

Keywords  科学教育 / 算数と数学の接続 / 数学的指導知 
Outline of Final Research Achievements 
This study aimed at developing curriculum and mathematical knowledge for teaching for connecting between elementary and secondary mathematics. As a theoretical perspective, I examined the viewpoint of narrative coherence for analyzing the qualities of a mathematics lesson, and the viewpoint of didactical situation theory for constructing and analyzing mathematical teaching unit. Practically, I conducted the experimental lessons for the contents of area, geometrical definition in elementary mathematics, and proportion and linear function in junior high school with school teachers. As the result of qualitative analysis, I conceptualized mathematical knowledge for teaching bridging between elementary and secondary mathematics through mainly focusing on the narrative construction of a lesson in terms of students’ goals and interactions with teacher, and students’ gesturing for understanding mathematical concepts.

Free Research Field 
科学教育
