Early Proportional Reasoning in the Context of Everyday Life: Cases of Japanese Lower-Grade Lessons in the Living Environment Studies

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Author(s): Keiko Hino (Utsunomiya University, Japan), Hisae Kato (Hyogo University of Teacher Education, Japan), Mihoko Shiina (Kio University, Japan)and Hiraku Ichikawa (Miyagi University of Education, Japan)
Copyright: 2025
Pages: 26
Source title: Cases on Informal Learning for Science and Mathematics Education
Source Author(s)/Editor(s): Li Sun (Augustana University, USA)and Cheng-Yao Lin (Southern Illinois University, Carbondale, USA)
DOI: 10.4018/979-8-3693-1894-2.ch017

Keywords: Information Science Reference / K-12 Education / Knowledge Management and Library Science / Science Education

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Abstract

This chapter focuses on the informal learning experience in the subject of “Living Environment Studies” (LES), which is a part of the lower-grade curriculum in Japan. This subject is positioned to foster children's independence and ability to enrich their lives. This chapter reports on an attempt to apply the children's experiences and learning in the LES classroom to the learning of mathematics. The mathematical ability targeted in this chapter is early proportional reasoning. Two cases of classroom practice are described and reported on the use of proportional reasoning by children to tackle measurement problems closely related to their daily lives. The implications for the application of children's experiences and learning in life-focused lessons for the cultivation of early proportional reasoning are also discussed.

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Early Proportional Reasoning in the Context of Everyday Life: Cases of Japanese Lower-Grade Lessons in the Living Environment Studies

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