A Study of Proportional Reasoning Instruction on Mathematics for Elementary School

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(1) A study meeting was held regularly by mathematicians, researchers of mathematics education, and incumbent teachers of mathematics for elementary schools, in which an instruction experiment program for proportional reasoning was constructed.(2) Based on this program, an instruction experiment was carried out continuously for three years at two elementary schools.The two results of the instruction experiments are as follows.In the instruction experiment of Kei Ichikawa, a transitional change from an addition strategy to a multiple strategy was observed of third and fourth graders as their proportional reasoning developed.In the instruction experiment of Takeo Takahashi, it became clear that number line is effective in helping the development of the proportional reasoning of fourth and fifth graders.