Mathematics as Connection Making in Japanese Elementary Schools

Connection making is one of the major standards proposed by the National Council of Teachers of Mathematics, however, unlike problem solving, it has no long history of being designated as a goal of mathematics teaching. An examination of classroom observations of mathematics lessons taught in Japan reveal that connection making appears to be an implicit if not explicit standard for Japanese mathematics education. As a perspective from which to re‐examine and re‐assess our own practice, this paper describes several episodes of connection making as they occurred in Japanese elementary school classrooms. By reflecting upon the methods used in these classrooms, other approaches to connection making are suggested and explored.