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Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics. Department of Science Education, University of Copenhagen, Copenhagen, Denmark.ORCID iD: 0000-0003-3600-6159
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electrical Engineering, Mathematics and Science, Mathematics.ORCID iD: 0000-0001-6721-6277
Department of Science Education, University of Copenhagen, Copenhagen, Denmark.
2020 (English)In: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 51, no 5, p. 688-712Article in journal (Refereed) Published
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, 2020. Vol. 51, no 5, p. 688-712
Keywords [en]
anthropological theory of the didactic, didactic organization, mathematical organization, paradidactic infrastructure, praxeology, Teacher education, teaching knowledge
National Category
Didactics Mathematics
Research subject
Innovative Learning
Identifiers
URN: urn:nbn:se:hig:diva-30527DOI: 10.1080/0020739X.2019.1614688ISI: 000469528900001Scopus ID: 2-s2.0-85066246511OAI: oai:DiVA.org:hig-30527DiVA, id: diva2:1344006
Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2021-06-21Bibliographically 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
Research subject
Innovative Learning
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: 2023-05-24Bibliographically approved

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Asami-Johansson, Yukiko

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