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Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis
Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektroteknik, matematik och naturvetenskap, Matematik.ORCID-id: 0000-0003-3600-6159
2019 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
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.

sted, utgiver, år, opplag, sider
University of Copenhagen , 2019. , s. 150
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-30702OAI: oai:DiVA.org:hig-30702DiVA, id: diva2:1355061
Disputas
2019-10-04, Palaver Hall, Øster Voldgade 3, København, 13:00 (engelsk)
Opponent
Veileder
Tilgjengelig fra: 2019-09-26 Laget: 2019-09-26 Sist oppdatert: 2019-09-27bibliografisk kontrollert
Delarbeid
1. Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
Åpne denne publikasjonen i ny fane eller vindu >>Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
2019 (engelsk)Inngår i: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Artikkel i tidsskrift (Fagfellevurdert) 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. 

sted, utgiver, år, opplag, sider
Taylor & Francis, 2019
Emneord
anthropological theory of the didactic, didactic organization, mathematical organization, paradidactic infrastructure, praxeology, Teacher education, teaching knowledge
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-30527 (URN)10.1080/0020739X.2019.1614688 (DOI)000469528900001 ()2-s2.0-85066246511 (Scopus ID)
Tilgjengelig fra: 2019-08-20 Laget: 2019-08-20 Sist oppdatert: 2019-09-27bibliografisk kontrollert
2. The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A case study of an open lesson
Åpne denne publikasjonen i ny fane eller vindu >>The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A case study of an open lesson
2019 (engelsk)Inngår i: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Artikkel i tidsskrift (Fagfellevurdert) Accepted
sted, utgiver, år, opplag, sider
Taylor & Francis, 2019
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-30700 (URN)
Tilgjengelig fra: 2019-09-26 Laget: 2019-09-26 Sist oppdatert: 2019-09-27bibliografisk kontrollert
3. Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
Åpne denne publikasjonen i ny fane eller vindu >>Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
2019 (engelsk)Inngår i: Artikkel i tidsskrift (Fagfellevurdert) Submitted
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-30701 (URN)
Tilgjengelig fra: 2019-09-26 Laget: 2019-09-26 Sist oppdatert: 2019-09-27bibliografisk kontrollert

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