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Asami-Johansson, YukikoORCID iD iconorcid.org/0000-0003-3600-6159
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Publikationer (9 of 9) Visa alla publikationer
Asami-Johansson, Y., Attorps, I. & Winsløw, C. (2019). Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden. International Journal of Mathematical Education in Science and Technology
Öppna denna publikation i ny flik eller fönster >>Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
2019 (Engelska)Ingår i: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

The aim of this paper is to investigate and compare lessons given in primary school teacher education in Japan, Finland and Sweden. We analyse one lesson from each country and compare them using a common framework. Chevallard’s anthropological theory of the didactic (ATD) is used to frame this analysis and in particular to model teacher educators' didactic organization of the lessons. The focus is on how the didactic organizations of the teacher educators relate to the mathematical and didactic organizations of primary school. Based on official documents and viewpoints of the teacher educators, we also discuss how the contents and descriptions of the national curricula, and the different traditions of the teaching practices in each country, influence the didactic organizations found in the lessons. 

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2019
Nyckelord
anthropological theory of the didactic, didactic organization, mathematical organization, paradidactic infrastructure, praxeology, Teacher education, teaching knowledge
Nationell ämneskategori
Didaktik Matematik
Identifikatorer
urn:nbn:se:hig:diva-30527 (URN)10.1080/0020739X.2019.1614688 (DOI)000469528900001 ()2-s2.0-85066246511 (Scopus ID)
Tillgänglig från: 2019-08-20 Skapad: 2019-08-20 Senast uppdaterad: 2019-09-27Bibliografiskt granskad
Asami-Johansson, Y. (2019). Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom.
Öppna denna publikation i ny flik eller fönster >>Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
2019 (Engelska)Ingår i: Artikel i tidskrift (Refereegranskat) Submitted
Nationell ämneskategori
Matematik Didaktik
Identifikatorer
urn:nbn:se:hig:diva-30701 (URN)
Tillgänglig från: 2019-09-26 Skapad: 2019-09-26 Senast uppdaterad: 2019-09-27Bibliografiskt granskad
Asami-Johansson, Y. & Attorps, I. (2019). Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge: An Institutional Perspective. Educaçao Matemática Pesquissa, 21(4), 157-170
Öppna denna publikation i ny flik eller fönster >>Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge: An Institutional Perspective
2019 (Engelska)Ingår i: Educaçao Matemática Pesquissa, ISSN 1983-3156, Vol. 21, nr 4, s. 157-170Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

Nyckelord
teacher knowledge, teacher education, the anthropological theory of the didactic, praxeology
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:hig:diva-30938 (URN)10.23925/1983-3156.2019v21i4p157-170 (DOI)
Tillgänglig från: 2019-11-13 Skapad: 2019-11-13 Senast uppdaterad: 2019-11-22Bibliografiskt granskad
Asami-Johansson, Y. (2019). Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis. (Doctoral dissertation). University of Copenhagen
Öppna denna publikation i ny flik eller fönster >>Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis
2019 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

The thesis describes and studies the Japanese mathematics teachers’ professional knowledge and its dissemination. This theme is investigated in several concrete situations: the knowledge of teaching practice of school mathematics taught in the teacher education, the relation between the educational goals described in the national curriculum and concrete teaching methods discussed among the Japanese lower secondary teachers in service. The thesis investigates also critical phenomena, which arise in an attempt to transfer the Japanese teaching practice in a different teaching context.

Ort, förlag, år, upplaga, sidor
University of Copenhagen, 2019. s. 150
Nationell ämneskategori
Didaktik Matematik
Identifikatorer
urn:nbn:se:hig:diva-30702 (URN)
Disputation
2019-10-04, Palaver Hall, Øster Voldgade 3, København, 13:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2019-09-26 Skapad: 2019-09-26 Senast uppdaterad: 2019-09-27Bibliografiskt granskad
Asami-Johansson, Y. (2019). The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A case study of an open lesson. International Journal of Mathematical Education in Science and Technology
Öppna denna publikation i ny flik eller fönster >>The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A case study of an open lesson
2019 (Engelska)Ingår i: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Artikel i tidskrift (Refereegranskat) Accepted
Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2019
Nationell ämneskategori
Matematik
Identifikatorer
urn:nbn:se:hig:diva-30700 (URN)
Tillgänglig från: 2019-09-26 Skapad: 2019-09-26 Senast uppdaterad: 2019-09-27Bibliografiskt granskad
Asami-Johansson, Y., Attorps, I. & Laine, A. (2017). Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden. In: Dooley, T.; Gueudet, G. (Ed.), PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10): . Paper presented at 10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), 1-5 February 2017, Dublin, Ireland (pp. 1602-1609). Dublin
Öppna denna publikation i ny flik eller fönster >>Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden
2017 (Engelska)Ingår i: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T.; Gueudet, G., Dublin, 2017, s. 1602-1609Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

In this study, we have observed three different teacher educators’ lessons, concerning area determination of polygons in primary school teacher training courses in Japan, Finland and Sweden. The aim of this paper is to investigate the main elements of the lessons and to compare the differences between the countries. We focus on how the teacher educators relate the didactic construction of the lessons for prospective teachers to the school mathematical and didactical organisations by applying Chevallard’s anthropological theory of the didactic (ATD). The analysis shows how the curricula and the different traditions of teaching practice in each country influence the mathematical and didactical construction of the lessons.

Ort, förlag, år, upplaga, sidor
Dublin: , 2017
Nyckelord
Teacher education; anthropological theory of the didactic; praxeologies; Japan; Finland; Sweden
Nationell ämneskategori
Matematik
Identifikatorer
urn:nbn:se:hig:diva-30601 (URN)000467053302030 ()
Konferens
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), 1-5 February 2017, Dublin, Ireland
Tillgänglig från: 2019-08-28 Skapad: 2019-08-28 Senast uppdaterad: 2019-12-18Bibliografiskt granskad
Asami-Johansson, Y. (2015). Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure: A Swedish case study. (Licentiate dissertation). Linköping: Linköping University Electronic Press
Öppna denna publikation i ny flik eller fönster >>Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure: A Swedish case study
2015 (Engelska)Licentiatavhandling, monografi (Övrigt vetenskapligt)
Abstract [en]

This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom.

The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.

Ort, förlag, år, upplaga, sidor
Linköping: Linköping University Electronic Press, 2015. s. 140
Serie
Linköping Studies in Science and Technology. Thesis, ISSN 0280-7971 ; 1723Studies in Science and Technology Education, ISSN 1652-5051 ; 91
Nationell ämneskategori
Matematik Pedagogik
Identifikatorer
urn:nbn:se:hig:diva-20550 (URN)10.3384/diss.diva-122240 (DOI)978-91-7685-990-2 (ISBN)
Presentation
2015-11-06, Krusenstjernasalen (room 23:213), Högskolebiblioteket, Kungsbäcksvägen 47, Gävle, 10:15 (Engelska)
Opponent
Handledare
Tillgänglig från: 2015-11-03 Skapad: 2015-11-03 Senast uppdaterad: 2019-09-27Bibliografiskt granskad
Asami - Johansson, Y. (2011). A study of a problem solving oriented lesson structure in mathematics in Japan. In: Proceedings of the  seventh Congress  of  the  European  Society  for  Research  in Mathematics Education (CERME 7). Paper presented at Cerme 7 Feb. 9th to Feb.13th 2011 Rzeszów, Poland.. Rzeszów, Poland.: Universitetsforlaget
Öppna denna publikation i ny flik eller fönster >>A study of a problem solving oriented lesson structure in mathematics in Japan
2011 (Engelska)Ingår i: Proceedings of the  seventh Congress  of  the  European  Society  for  Research  in Mathematics Education (CERME 7), Rzeszów, Poland.: Universitetsforlaget, 2011Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper presents and analyses “Mondaikaiketsu no jugyou” which translates to “the problem solving oriented – approach”.  It is a set of didactic techniques with the aim of motivating the students’ positive attitude toward engaging in mathematical activities and fostering mathematical thinking. As an analytical tool, The Anthropological Theory of Didactics (ATD) will be applied.

Ort, förlag, år, upplaga, sidor
Rzeszów, Poland.: Universitetsforlaget, 2011
Nyckelord
Problem solving, Japanese mathematics class, ATD
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:hig:diva-11207 (URN)
Konferens
Cerme 7 Feb. 9th to Feb.13th 2011 Rzeszów, Poland.
Tillgänglig från: 2012-01-05 Skapad: 2012-01-05 Senast uppdaterad: 2019-09-27Bibliografiskt granskad
Asami - Johansson, Y. (2011). Applying problem solving oriented lesson structure in Swedish lower secondary school: With a viewpoint of the anthropological theory of didactics (ATD). In: Japanese society for research in mathematics education (Ed.), Proceedings of the 44th congress of Japanese mathematical education. Paper presented at The 44th congress of Japanese society for research in mathematics education (pp. 1051-1052). Tokyo: Japanese society for research in mathematics education
Öppna denna publikation i ny flik eller fönster >>Applying problem solving oriented lesson structure in Swedish lower secondary school: With a viewpoint of the anthropological theory of didactics (ATD)
2011 (Japanska)Ingår i: Proceedings of the 44th congress of Japanese mathematical education / [ed] Japanese society for research in mathematics education, Tokyo: Japanese society for research in mathematics education , 2011, s. 1051-1052Konferensbidrag, Publicerat paper (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Tokyo: Japanese society for research in mathematics education, 2011
Nationell ämneskategori
Naturvetenskap
Identifikatorer
urn:nbn:se:hig:diva-11212 (URN)
Konferens
The 44th congress of Japanese society for research in mathematics education
Tillgänglig från: 2012-01-05 Skapad: 2012-01-05 Senast uppdaterad: 2019-09-27Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-3600-6159

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