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Asami-Johansson, YukikoORCID iD iconorcid.org/0000-0003-3600-6159
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Publications (10 of 13) Show all publications
Aoki, M., Asami-Johansson, Y. & Winsløw, C. (2025). Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly. Educational Studies in Mathematics, 119, 23-39
Open this publication in new window or tab >>Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly
2025 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 119, p. 23-39Article in journal (Refereed) Published
Abstract [en]

Natural language is known to play a crucial and specific role for children’s learning in school mathematics. Not only does it carry special vocabulary, but subtle differences between natural languages may lead to surprising challenges, for instance, for learners who are not taught mathematics in their mother tongue. In this paper, the anthropological theory of didactic (ATD) is used as a main framework, and we analyse some praxeological anomalies from the teaching of fractions at Japanese schools abroad, while learners attend, at the same time, a regular school in some other language (in this case, the local language, Swedish). Our findings indicate that these praxeological anomalies arise not only from linguistic disparities related to specialised vocabulary and syntax for elementary mathematics but also from institutional and curricular differences. This study gives new insights on these language challenges related to mathematics as taught at expatriate schools, particularly in the case of Japanese.

Place, publisher, year, edition, pages
Springer, 2025
Keywords
Teaching fractions, Language, Japanese and Swedish curriculum, Japanese supplementary schools abroad, Anthropological theory of didactic, Praxeological anomalies
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-46072 (URN)10.1007/s10649-024-10365-x (DOI)001353820100001 ()2-s2.0-105003781276 (Scopus ID)
Available from: 2024-11-25 Created: 2024-11-25 Last updated: 2025-05-16Bibliographically approved
Otaki, K. & Asami-Johansson, Y. (2022). Exploring the Paradidactic Ecosystem: Conditions and Constraints on the Teaching Profession. In: Advances in the Anthropological Theory of the Didactic: (pp. 155-163). Springer
Open this publication in new window or tab >>Exploring the Paradidactic Ecosystem: Conditions and Constraints on the Teaching Profession
2022 (English)In: Advances in the Anthropological Theory of the Didactic, Springer , 2022, p. 155-163Chapter in book (Refereed)
Abstract [en]

This workshop introduces a new approach for studying the ecology of teachers’ preparation and reflection on their didactic activities for teaching. A key idea of the approach is paradidactic reality, that is, a reality alongside “didactic” reality. In the same manner as with students’ and teachers’ actions in didactic situations, teachers’ behaviours for managing didactic situations are also affected by different kinds of conditions and constraints. This point of view leads us to a specialised scale of determinacy levels about paradidactic phenomena.

Place, publisher, year, edition, pages
Springer, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-41895 (URN)10.1007/978-3-030-76791-4_14 (DOI)2-s2.0-85158983706 (Scopus ID)9783030767914 (ISBN)9783030767907 (ISBN)
Available from: 2023-05-29 Created: 2023-05-29 Last updated: 2023-09-10Bibliographically approved
Asami-Johansson, Y. (2021). Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom. Recherche en Didactique des Mathématiques, 41(3), 347-391
Open this publication in new window or tab >>Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
2021 (English)In: Recherche en Didactique des Mathématiques, ISSN 2728-2422, Vol. 41, no 3, p. 347-391Article in journal (Refereed) Published
Abstract [en]

This case study investigates to what extent a specific theory and a practice of mathematics teaching − the Japanese structured problem solving, as formulated by K. Souma can be transferred and applied in a new context (Sweden). The analysis is based on tools from the anthropological theory of the didactic. It turns out that the Swedish teacher can manage the didactic techniques, which are supported by a didactic theory shared within the community of Swedish teachers. However, there are common didactic techniques within the Japanese structured problem solving approach for which this is not the case, and which were indeed difficult to manage for the Swedish teacher. Among these were techniques related to bansho (blackboard organisation); letting the students formulate a kadai (derived task) of the lesson; and kikan-shido (monitoring students’ work to plan a subsequent whole-class discussion). Further, the paper provides an ecological analysis on the underlying conditions and constraints that brought about this phenomenon − a discrepancy concerning the didactic praxeologies of teachers. In Japan, teachers focus on the students’ personal development in the processes of the reflective and collective way of learning, while the Swedish teacher focuses more on individual student’s achievement of the knowledge.

Place, publisher, year, edition, pages
France: Éditions La pensée sauvage, 2021
Keywords
transferring of teaching practice, anthropological theory of the didactic, structured problem solving, reference epistemological model, paradidactic infrastructure
National Category
Mathematics Didactics
Identifiers
urn:nbn:se:hig:diva-30701 (URN)
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2022-01-10Bibliographically approved
Asami-Johansson, Y. (2021). The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A case study of an open lesson. REDIMAT - Journal of Research in Mathematics Education, 10(1), 88-112
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
2021 (English)In: REDIMAT - Journal of Research in Mathematics Education, E-ISSN 2014-3621, Vol. 10, no 1, p. 88-112Article in journal (Refereed) Published
Abstract [en]

This paper investigates how Japanese mathematics teachers produce and share didactic knowledge together. It is a case study of a post-lesson reflection meeting so-called open lesson. The crucial idea of this study is the dialectic between the specific and generic level of foci of the participants’ reflections about the observed teaching practice; namely, about applied teacher’s specific didactic technique for achieving a specific mathematical goal, and more general pedagogical issues such as realisation of the objectives of mathematics education. This dialectic is mediated by the meso-level notion of mathematical activity, described in the guidelines for Japanese national curriculum. The application of the scale of levels of didactic co-determination, provided by the anthropological theory of the didactic into the analysis shows in what way the dialectic interplay between the teachers’ comments with focus of the specific and generic levels influences the development and establishment of the Japanese teachers’ shared professional scholarship.  

Place, publisher, year, edition, pages
Hipatia Press, 2021
Keywords
anthropological theory of the didactic, didactic praxeology, mathematical activity, paradidactic infrastructure, teacher knowledge
National Category
Mathematics
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-30700 (URN)10.17583/redimat.2021.4598 (DOI)000621857900006 ()
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2022-06-02Bibliographically approved
Otaki, K. & Asami-Johansson, Y. (2021). The Ecology of the Didactic Divide in Teacher Education. In: Barquero B., Florensa I., Nicolás P., Ruiz-Munzón N. (Ed.), Extended Abstracts Spring 2019: (pp. 59-66). Springer, 13
Open this publication in new window or tab >>The Ecology of the Didactic Divide in Teacher Education
2021 (English)In: Extended Abstracts Spring 2019 / [ed] Barquero B., Florensa I., Nicolás P., Ruiz-Munzón N., Springer , 2021, Vol. 13, p. 59-66Chapter in book (Refereed)
Abstract [en]

The phenomenon of didactic divide reported in Sweden expresses the disconnection between disciplinary and pedagogical knowledge in both individual teachers' professional knowledge and teacher-education programmes. Within the framework of the anthropological theory of the didactic, we firstly redefine the notion of didactic divide, and secondly, study the ecology of the phenomenon by using our new analytical model rooted in the scale of levels of didactic co-determinacy. As a result, we indicate some constraints on the didactic divide: inter-professional esoteric pact, shortage of didacticians, universality illusion on scholarly knowledge, and transparency illusion on the social reality. 

Place, publisher, year, edition, pages
Springer, 2021
Series
Trends in Mathematics
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-37091 (URN)10.1007/978-3-030-76413-5_7 (DOI)2-s2.0-85115763590 (Scopus ID)978-3-030-76412-8 (ISBN)978-3-030-76413-5 (ISBN)
Available from: 2021-10-04 Created: 2021-10-04 Last updated: 2021-10-04Bibliographically approved
Asami-Johansson, Y., Attorps, I. & Winsløw, C. (2020). Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden. International Journal of Mathematical Education in Science and Technology, 51(5), 688-712
Open this publication in new window or tab >>Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
2020 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 51, no 5, p. 688-712Article in journal (Refereed) Published
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, 2020
Keywords
anthropological theory of the didactic, didactic organization, mathematical organization, paradidactic infrastructure, praxeology, Teacher education, teaching knowledge
National Category
Didactics Mathematics
Research subject
Innovative Learning
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: 2021-06-21Bibliographically 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
Research subject
Innovative Learning
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: 2021-06-21Bibliographically 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
Research subject
Innovative Learning
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: 2023-05-24Bibliographically 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
Research subject
Innovative Learning
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: 2021-06-21Bibliographically approved
Asami-Johansson, Y. & Attorps, I. (2015). Applying the structured problem solving in teacher education in Japan - A case study. In: Krainer, K; Vondrova, N (Ed.), PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9): . Paper presented at 9th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), February 4-8, 2015, Prague, Czech Republic (pp. 2741-2747). CHARLES UNIV, FAC EDUC
Open this publication in new window or tab >>Applying the structured problem solving in teacher education in Japan - A case study
2015 (English)In: PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9) / [ed] Krainer, K; Vondrova, N, CHARLES UNIV, FAC EDUC , 2015, p. 2741-2747Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we examine the implementation of a Japanese teacher educators' lesson, where he applies and, at the same time, inform the students about "structured problem solving". We describe a specific lesson titled "Quantity and Measurement" for elementary school teacher students and we show how the educator make the students aware of the didactic transposition of the material and how he makes the students experience and learn about applying "structured problem solving" in practice. We also show how the Japanese curriculum influences the scale of the mathematical praxeology to be learned and how the students are given opportunities to develop their insight into the PCK during their education in mathematics.

Place, publisher, year, edition, pages
CHARLES UNIV, FAC EDUC, 2015
Keywords
Teacher education, pedagogical content knowledge, didactic transposition, anthropological theory of didactics, content representation
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-35753 (URN)000466853904002 ()978-80-7290-844-8 (ISBN)
Conference
9th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), February 4-8, 2015, Prague, Czech Republic
Available from: 2021-04-29 Created: 2021-04-29 Last updated: 2021-04-29Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3600-6159

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