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Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden
Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik.ORCID-id: 0000-0003-3600-6159
Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik.ORCID-id: 0000-0001-6721-6277
University of Helsinki, Helsinki, Finland.
2017 (engelsk)Inngår i: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T.; Gueudet, G., Dublin, 2017, s. 1602-1609Konferansepaper, Publicerat paper (Fagfellevurdert)
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.

sted, utgiver, år, opplag, sider
Dublin, 2017. s. 1602-1609
Emneord [en]
Teacher education; anthropological theory of the didactic; praxeologies; Japan; Finland; Sweden
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-30601ISI: 000467053302030OAI: oai:DiVA.org:hig-30601DiVA, id: diva2:1346548
Konferanse
10th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME), 1-5 February 2017, Dublin, Ireland
Tilgjengelig fra: 2019-08-28 Laget: 2019-08-28 Sist oppdatert: 2019-12-18bibliografisk kontrollert

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