| Summary: | Mathematics education continues to emphasize explorative proving, wherein proving involves producing statements, producing proofs, looking back (examining, improving, and advancing) at these products, and the interactions among these aspects. This study aims to develop an intended explorative proving mathematics curriculum by focusing on students' ability to plan and construct proofs. We first set Levels 1 and 2 of “planning a proof” and “constructing a proof,” respectively, and Level 0 as the starting point of the learning progression where there is no differentiation between planning and constructing. Next, we combined them, and set nine learning levels in addition to “looking back” as the characteristics of explorative proving. Then, we elucidated two learning progressions of explorative proving as a curriculum framework considering the relationship between planning and constructing a proof. To develop the curriculum based on these learning progressions, we made corresponding tables of units with these learning progressions according to the units of Japan's national Course of Study, and then showed an example of localizing one of the progressions and its effects by the implemented curriculum. By adopting the method of lesson study and a design experiment, we implemented geometry lessons for 8th graders that aim to shift the progression through the learning levels. The results clarify the advantages and limitations of the developed curriculum, which enabled us to refine a more robust curriculum. Finally, we identify the characteristics of this approach to curriculum development of explorative proving and the necessity of the method of lesson study and design experiment as a realistic dimension of curriculum development and improvement.
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