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
The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A case study of an open lesson
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics. University of Copenhagen, Copenhagen, Denmark.ORCID iD: 0000-0003-3600-6159
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: urn:nbn:se:hig:diva-30700OAI: oai:DiVA.org:hig-30700DiVA, id: diva2:1355047
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-09-27Bibliographically approved
In thesis
1. Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis
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

Open Access in DiVA

No full text in DiVA

Authority records BETA

Asami-Johansson, Yukiko

Search in DiVA

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

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 46 hits
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