The questionnaire used in this study showed that the clione (Clione elegantissima) had the highest recognition rate and number of selectors among invertebrates and mollusks in terms of observation requirements. Therefore, the optimal conditions for maintaining the morphology and color of clione as a teaching material for observation, and for safe and inexpensive specimen preparation at schools and other facilities, were examined.

Consequently, it was revealed that the optimum conditions for the clione specimen were 1.0% V.C. treatment solution based on 0.5% KOH solution + 50% glycerin solution, sealed in light-shielded screw-tube bottles, and stored at low temperatures (approximately 4℃); the morphology and coloration of clione could be maintained for over 8 months.

This specimen is expected to be employed not only in science but also in marine education as a new teaching material for the observation of marine invertebrates and mollusks.

The purpose of this study is to identify how the “form,” one of the viewpoints that explain the aesthetic qualities of mathematical objects, is positioned in textbooks. In particular, this paper analyzes how the “relation of constant sum/difference” are positioned in arithmetic textbooks. As a result, it was found that while there are many positions based on the National Curriculum Standards and their explanations, there are also positions without such bases. These positions were classified into three main categories: (i) as ways of thinking (views), (ii) as relationships that are necessarily inherent in the contents of the curriculum, and (iii) as contextual settings. The results suggest that the “form” of any of these positions should be explicitly identified in the classroom, and that the “form” of position (ii) should be identified in the process of“creating” the content.