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
Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics.ORCID iD: 0000-0003-3600-6159
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: urn:nbn:se:hig:diva-30702OAI: oai:DiVA.org:hig-30702DiVA, id: diva2:1355061
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
List of papers
1. Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
Open this publication in new window or tab >>Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
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
anthropological theory of the didactic, didactic organization, mathematical organization, paradidactic infrastructure, praxeology, Teacher education, teaching knowledge
National Category
Didactics Mathematics
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: 2019-09-27Bibliographically approved
2. The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A case study of an open lesson
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
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:nbn:se:hig:diva-30700 (URN)
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-09-27Bibliographically approved
3. Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
Open this publication in new window or tab >>Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
2019 (English)In: Article in journal (Refereed) Submitted
National Category
Mathematics Didactics
Identifiers
urn:nbn:se:hig:diva-30701 (URN)
Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-09-27Bibliographically approved

Open Access in DiVA

fulltext(3278 kB)55 downloads
File information
File name FULLTEXT01.pdfFile size 3278 kBChecksum SHA-512
37589d74b082a8b8477131f14fdc9544ddd5470fe5c1ba5d8db46bdc6fa7cc267c1496da03ccbe9a4a4652521c1ba6a5ef0fad8e06c47a8d2f19da0dcde21a1d
Type fulltextMimetype application/pdf

Other links

Fulltext

Authority records BETA

Asami-Johansson, Yukiko

Search in DiVA

By author/editor
Asami-Johansson, Yukiko
By organisation
Mathematics
DidacticsMathematics

Search outside of DiVA

GoogleGoogle Scholar
Total: 55 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 212 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