Didactic Transposition of Fraction Arithmetic in a Japanese Overseas School: Connecting a Classroom Episode to the Curriculum

The aim of this paper is to investigate how the directives for the teaching of fractions, set by the Japanese Ministry of Education, are transposed to the Japanese supplementary school in Denmark. We analyse an episode of teaching concerned with fractions in grade 5, based on a full-scale praxeological reference model of fraction arithmetic in Japan. This study is a part of my PhD project; therefore, it anticipates my first journal paper later.