hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics. Department of Science Education, University of Copenhagen, Copenhagen, Denmark.
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics.
Department of Science Education, University of Copenhagen, Copenhagen, Denmark.
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 [en]
anthropological theory of the didactic, didactic organization, mathematical organization, paradidactic infrastructure, praxeology, Teacher education, teaching knowledge
National Category
Didactics Mathematics
Identifiers
URN: urn:nbn:se:hig:diva-30527DOI: 10.1080/0020739X.2019.1614688ISI: 000469528900001Scopus ID: 2-s2.0-85066246511OAI: oai:DiVA.org:hig-30527DiVA, id: diva2:1344006
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-08-22Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records BETA

Asami-Johansson, YukikoAttorps, Iris

Search in DiVA

By author/editor
Asami-Johansson, YukikoAttorps, Iris
By organisation
Mathematics
In the same journal
International Journal of Mathematical Education in Science and Technology
DidacticsMathematics

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf