The major difference between elementary school arithmetic and junior high school mathematics is "argumentation. We decided to conduct an empirical study to explore the systematic curriculum development and teaching of arithmetic and mathematics beyond the boundaries of elementary and junior high schools and to gain a new perspective on class creation with an awareness of the connections between the nine years of learning. In this study, we decided to focus on "argumentation. In mathematics, argumentation instruction is provided through the study of algebra and figures, where students learn how to show that a proposition is true by deductive reasoning, but in arithmetic, there is no classroom model in which results are presented first and then proved deductively. Therefore, we developed a "theory construction type" lesson model in elementary school arithmetic to help students acquire the ability to think logically, which leads to argumentation in mathematics. This led to transformations such as being able to think deductively and inductively by utilizing what they had already learned, and being able to derive their ideas and basing their writing on what they had already learned. The features of this lesson model can also serve as a foundation for learning that leads to "argumentation" in mathematics, deepening children's thinking, creating a space for dialogue to occur naturally, and developing an attitude of learning how to learn.
We also believe that this will lead to the development of resilience in terms of learning that does not lead to an aversion to mathematics.

Authors:
Katsunori Matsuoka, Naragakuen University, Japan

About the Presenter(s)
Katsunori Matsuoka is an associate professor at Nara Gakuen University. He specializes in mathematics education methods. He conducts research on teaching methods and lesson design.

Additional website of interest
https://www.naragakuen-u.jp/faculty/education/matsuoka_katsunori.html

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