The aim of this paper is to clarify the characteristics of normal school reports on national arithmetic textbook and their influence on textbook revisions. In this paper, the author focuses on arithmetic as a subject and the definition of fractions as educational content. The normal school reports state the intention to implement a shift in focus from “fraction theory as school mathematics” to “fraction theory as primary mathematics.” However, as indicated in our conclusions, these suggestions were implemented only partially in the revision of national textbook.

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