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  • 1.
    Asami - Johansson, Yukiko
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik.
    A study of a problem solving oriented lesson structure in mathematics in Japan2011Ingår i: Proceedings of the  seventh Congress  of  the  European  Society  for  Research  in Mathematics Education (CERME 7), Rzeszów, Poland.: Universitetsforlaget, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents and analyses “Mondaikaiketsu no jugyou” which translates to “the problem solving oriented – approach”.  It is a set of didactic techniques with the aim of motivating the students’ positive attitude toward engaging in mathematical activities and fostering mathematical thinking. As an analytical tool, The Anthropological Theory of Didactics (ATD) will be applied.

  • 2.
    Asami - Johansson, Yukiko
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik.
    Applying problem solving oriented lesson structure in Swedish lower secondary school: With a viewpoint of the anthropological theory of didactics (ATD)2011Ingår i: Proceedings of the 44th congress of Japanese mathematical education / [ed] Japanese society for research in mathematics education, Tokyo: Japanese society for research in mathematics education , 2011, s. 1051-1052Konferensbidrag (Refereegranskat)
  • 3.
    Asami-Johansson, Yukiko
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektroteknik, matematik och naturvetenskap, Matematik.
    Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom2019Ingår i: Artikel i tidskrift (Refereegranskat)
  • 4.
    Asami-Johansson, Yukiko
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektronik, matematik och naturvetenskap, Matematik. Linköpings universitet, Matematiska institutionen.
    Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure: A Swedish case study2015Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom.

    The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.

  • 5.
    Asami-Johansson, Yukiko
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektroteknik, matematik och naturvetenskap, Matematik.
    Japanese Mathematics Teachers’ Professional Knowledge: International case studies based on praxeological analysis2019Doktorsavhandling, 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.

  • 6.
    Asami-Johansson, Yukiko
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektroteknik, matematik och naturvetenskap, Matematik. University of Copenhagen, Copenhagen, Denmark.
    The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A case study of an open lesson2019Ingår i: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Artikel i tidskrift (Refereegranskat)
  • 7.
    Asami-Johansson, Yukiko
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektroteknik, matematik och naturvetenskap, Matematik.
    Attorps, Iris
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektroteknik, matematik och naturvetenskap, Matematik.
    Laine, Anu
    University of Helsinki, Helsinki, Finland.
    Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden2017Ingår i: PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10) / [ed] Dooley, T.; Gueudet, G., Dublin, 2017, s. 1602-1609Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this study, we have observed three different teacher educators’ lessons, concerning area determination of polygons in primary school teacher training courses in Japan, Finland and Sweden. The aim of this paper is to investigate the main elements of the lessons and to compare the differences between the countries. We focus on how the teacher educators relate the didactic construction of the lessons for prospective teachers to the school mathematical and didactical organisations by applying Chevallard’s anthropological theory of the didactic (ATD). The analysis shows how the curricula and the different traditions of teaching practice in each country influence the mathematical and didactical construction of the lessons.

  • 8.
    Asami-Johansson, Yukiko
    et al.
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektroteknik, matematik och naturvetenskap, Matematik. Department of Science Education, University of Copenhagen, Copenhagen, Denmark.
    Attorps, Iris
    Högskolan i Gävle, Akademin för teknik och miljö, Avdelningen för elektroteknik, matematik och naturvetenskap, Matematik.
    Winsløw, C.
    Department of Science Education, University of Copenhagen, Copenhagen, Denmark.
    Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden2019Ingår i: International Journal of Mathematical Education in Science and Technology, ISSN 0020-739X, E-ISSN 1464-5211Artikel i tidskrift (Refereegranskat)
    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. 

1 - 8 av 8
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