Task sequence theories for curriculum design to develop mathematical thinking

Masami Isoda

Center for Research on International Cooperation in Educational Development (CRICED), University of Tsukuba, Japan


This lecture explains the task sequence for designing mathematics curriculum and textbook. Freudenthal, H (1973) proposed mathematization under the reinvention principle against set and axiom manner on New Math. He explained mathematization by the reorganization of mathematical experience and as for curriculum design he extended van Hiele levels to explain mathematization and he explained that it is not the same as the horizontal and vertical mathematizations (Treffers, 1987; Freudenthal, 1991) which are the background of the model of situation and the model for form on the RME theory, a theory for the task sequence by Freudenthal Institute. Japanese emended Mathematization into the textbook since 1943 and currently called it by the Extension and Integration Principle since 1968. Isoda, M. proposed two design theories for task sequence under Freudenthal’s mathematization and Japanese principle which is no contradict with Freudenthal’s mathematization and RME theory. First theory is the representation theory (1990) which explains a long term sequence. Second theory is the conceptual and procedural knowledge theory (1992) which explains a short term sequence. On the lecture, those two theories are explained by using the Bahasa Indonesia edition of Japanese textbooks which will be published from the ministry of education, Indonesia.



Cite this as:
Isoda, M. (2019). Task sequence theories for curriculum design to develop mathematical thinking. Keynote presented at 7th South East Asia Design Research International Conference (SEA-DR 2019) in Sanata Dharma University, Yogyakarta. Retrieved from https://www.usd.ac.id/seminar/seadr/keynotes/isoda-2019/