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Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektroteknik, matematik och naturvetenskap, Matematik.ORCID-id: 0000-0003-3600-6159
2021 (Engelska)Ingår i: Recherche en Didactique des Mathématiques, ISSN 2728-2422, Vol. 41, nr 3, s. 347-391Artikel i tidskrift (Refereegranskat) 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.

Ort, förlag, år, upplaga, sidor
France: Éditions La pensée sauvage , 2021. Vol. 41, nr 3, s. 347-391
Nyckelord [en]
transferring of teaching practice, anthropological theory of the didactic, structured problem solving, reference epistemological model, paradidactic infrastructure
Nationell ämneskategori
Matematik Didaktik
Identifikatorer
URN: urn:nbn:se:hig:diva-30701OAI: oai:DiVA.org:hig-30701DiVA, id: diva2:1355048
Tillgänglig från: 2019-09-26 Skapad: 2019-09-26 Senast uppdaterad: 2022-01-10Bibliografiskt granskad
Ingår i avhandling
1. Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis
Öppna denna publikation i ny flik eller fönster >>Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis
2019 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
University of Copenhagen, 2019. s. 150
Nationell ämneskategori
Didaktik Matematik
Forskningsämne
Innovativt lärande
Identifikatorer
urn:nbn:se:hig:diva-30702 (URN)
Disputation
2019-10-04, Palaver Hall, Øster Voldgade 3, København, 13:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2019-09-26 Skapad: 2019-09-26 Senast uppdaterad: 2023-05-24Bibliografiskt granskad

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Asami-Johansson, Yukiko

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