000171205 001__ 171205
000171205 005__ 20260515163945.0
000171205 0247_ $$2doi$$a10.18848/2327-7971/CGP/A211
000171205 0248_ $$2sideral$$a149231
000171205 037__ $$aART-2026-149231
000171205 041__ $$aeng
000171205 100__ $$0(orcid)0000-0002-7725-3917$$aArnal-Palacián, Mónica$$uUniversidad de Zaragoza
000171205 245__ $$aA Comparative Study of Number Sense in Japanese and Spanish First-Grade Mathematics Textbooks
000171205 260__ $$c2026
000171205 5060_ $$aAccess copy available to the general public$$fUnrestricted
000171205 5203_ $$a<p>Japan and Spain represent different cultural contexts and educational practices that could influence the way students approach mathematical concepts. To understand the differences in approaches to number sense in mathematics learning opportunities within the textbook between Japan and Spain, we compare the arithmetic section of the first year of primary school in the official Japanese textbook and in the textbook published by the top-selling publisher in Spain. Through qualitative analysis, the meaning of numbers, general aspects reviewed in the literature, and representation registers were analyzed. Among the results obtained, we found a key distinction between the two countries in the emphasis they place on the different mathematical operations. In addition, the introduction of number operations also differs. For example, the Spanish textbook usually presents systematic counting tasks together with number writing and then gradually integrates the basic operations, while the Japanese textbook emphasizes the understanding of mathematical concepts by breaking numbers into smaller parts and introducing the ideas step by step. Finally, the similarities are also remarkable. Both textbooks predominantly use symbolic representation, demonstrating a common reliance on numerical symbols in the early teaching of arithmetic.</p>
000171205 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S60-23R
000171205 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000171205 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000171205 700__ $$aEndo, Hiroyuki
000171205 700__ $$aKusaka, Satoshi
000171205 700__ $$aMarbán, Mónica
000171205 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000171205 773__ $$g(2026), [31 pp.]$$tInternational Journal of Science, Mathematics and Technology Learning$$x2327-7971
000171205 8564_ $$s1197832$$uhttps://zaguan.unizar.es/record/171205/files/texto_completo.pdf$$yVersión publicada
000171205 8564_ $$s1772842$$uhttps://zaguan.unizar.es/record/171205/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000171205 909CO $$ooai:zaguan.unizar.es:171205$$particulos$$pdriver
000171205 951__ $$a2026-05-15-14:55:02
000171205 980__ $$aARTICLE