ERIC Number: EJ858288
Record Type: Journal
Publication Date: 2009-Nov
Abstractor: As Provided
Reference Count: N/A
Didactical Designs for Students' Proportional Reasoning: An "Open Approach" Lesson and a "Fundamental Situation"
Miyakawa, Takeshi; Winslow, Carl
Educational Studies in Mathematics, v72 n2 p199-218 Nov 2009
In this paper, we analyze and compare two didactical designs for introducing primary school pupils to proportional reasoning in the context of plane polygons. One of them is well-documented in the literature; the other one is based on our own data and is accordingly presented and discussed in more detail in this paper. The two designs come from different cultural and intellectual environments: lesson study in Japan (implicitly based on the "open approach method") and "didactical engineering" in France (based on the theory of didactical situations). The general aim of our paper is to compare these two environments and their approaches to didactical design, basing our discussion on the concrete designs mentioned above. Clear differences among them are presented, while we also identify links which hold potential for integrating research and practice.
Descriptors: Foreign Countries, Mathematics Instruction, Research and Development, Theory Practice Relationship, Elementary Education, Geometric Concepts, Plane Geometry
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: France; Japan