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Asami-Johansson, YukikoORCID iD iconorcid.org/0000-0003-3600-6159
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Publications (9 of 9) Show all publications
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
Open this publication in new window or tab >>Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
2019 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Article in journal (Refereed) 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. 

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
anthropological theory of the didactic, didactic organization, mathematical organization, paradidactic infrastructure, praxeology, Teacher education, teaching knowledge
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hig:diva-30527 (URN)10.1080/0020739X.2019.1614688 (DOI)000469528900001 ()2-s2.0-85066246511 (Scopus ID)
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-09-27Bibliographically approved
Asami-Johansson, Y. (2019). Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom.
Open this publication in new window or tab >>Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
2019 (English)In: Article in journal (Refereed) Submitted
National Category
Mathematics Didactics
Identifiers
urn:nbn:se:hig:diva-30701 (URN)
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-09-27Bibliographically approved
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
Open this publication in new window or tab >>Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge: An Institutional Perspective
2019 (English)In: Educaçao Matemática Pesquissa, ISSN 1983-3156, Vol. 21, no 4, p. 157-170Article in journal (Refereed) 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.

Keywords
teacher knowledge, teacher education, the anthropological theory of the didactic, praxeology
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30938 (URN)10.23925/1983-3156.2019v21i4p157-170 (DOI)
Available from: 2019-11-13 Created: 2019-11-13 Last updated: 2019-11-22Bibliographically approved
Asami-Johansson, Y. (2019). Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis. (Doctoral dissertation). University of Copenhagen
Open this publication in new window or tab >>Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
University of Copenhagen, 2019. p. 150
National Category
Didactics Mathematics
Identifiers
urn:nbn:se:hig:diva-30702 (URN)
Public defence
2019-10-04, Palaver Hall, Øster Voldgade 3, København, 13:00 (English)
Opponent
Supervisors
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-09-27Bibliographically approved
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
Open this publication in new window or tab >>The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A case study of an open lesson
2019 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Article in journal (Refereed) Accepted
Place, publisher, year, edition, pages
Taylor & Francis, 2019
National Category
Mathematics
Identifiers
urn:nbn:se:hig:diva-30700 (URN)
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-09-27Bibliographically approved
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
Open this publication in new window or tab >>Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden
2017 (English)In: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T.; Gueudet, G., Dublin, 2017, p. 1602-1609Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Dublin: , 2017
Keywords
Teacher education; anthropological theory of the didactic; praxeologies; Japan; Finland; Sweden
National Category
Mathematics
Identifiers
urn:nbn:se:hig:diva-30601 (URN)000467053302030 ()
Conference
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), 1-5 February 2017, Dublin, Ireland
Available from: 2019-08-28 Created: 2019-08-28 Last updated: 2019-09-27Bibliographically approved
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
Open this publication in new window or tab >>Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure: A Swedish case study
2015 (English)Licentiate thesis, monograph (Other academic)
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.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2015. p. 140
Series
Linköping Studies in Science and Technology. Thesis, ISSN 0280-7971 ; 1723Studies in Science and Technology Education, ISSN 1652-5051 ; 91
National Category
Mathematics Pedagogy
Identifiers
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 (English)
Opponent
Supervisors
Available from: 2015-11-03 Created: 2015-11-03 Last updated: 2019-09-27Bibliographically approved
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
Open this publication in new window or tab >>A study of a problem solving oriented lesson structure in mathematics in Japan
2011 (English)In: Proceedings of the  seventh Congress  of  the  European  Society  for  Research  in Mathematics Education (CERME 7), Rzeszów, Poland.: Universitetsforlaget, 2011Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Rzeszów, Poland.: Universitetsforlaget, 2011
Keywords
Problem solving, Japanese mathematics class, ATD
National Category
Natural Sciences
Identifiers
urn:nbn:se:hig:diva-11207 (URN)
Conference
Cerme 7 Feb. 9th to Feb.13th 2011 Rzeszów, Poland.
Available from: 2012-01-05 Created: 2012-01-05 Last updated: 2019-09-27Bibliographically approved
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
Open this publication in new window or tab >>Applying problem solving oriented lesson structure in Swedish lower secondary school: With a viewpoint of the anthropological theory of didactics (ATD)
2011 (Japanese)In: 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, p. 1051-1052Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Tokyo: Japanese society for research in mathematics education, 2011
National Category
Natural Sciences
Identifiers
urn:nbn:se:hig:diva-11212 (URN)
Conference
The 44th congress of Japanese society for research in mathematics education
Available from: 2012-01-05 Created: 2012-01-05 Last updated: 2019-09-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3600-6159

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