INTRODUCTION Teaching methods were developed differently in Japan compared to other industrialize... more INTRODUCTION Teaching methods were developed differently in Japan compared to other industrialized countries. Hiebert, Stigler and Manaster (1999) analysed, by studying videos from the material in the TIMSS study, differences in teaching methods and interaction in the classrooms between Japan, Germany and the United States. They argue that Japanese teachers emphasize mathematical thinking, in particular, the development of the pupils' attitudes toward and ability to communicate mathematics, rather than mathematical skills as a goal for the lessons and choose problems starting the lesson that can be solved by varying methods developed during previous lessons. This goal is reached by having the students discuss with the teacher and peers on the settlement options. I will call this type of didactic techniques, where students work on whole-class problem solving, for problem oriented lesson structure (POLS).
This paper presents my project analysing a problem c ntered lesson approach of Japanese origin an... more This paper presents my project analysing a problem c ntered lesson approach of Japanese origin and apply it into Swedish mathematical class rooms. The didactic method has the aim of motivate the students’ positive attitude toward mat hematical learning and fostering mathematical thinking. As an analytical tool, the anthropologica l theory of didactics (ATD) will be applied. INTRODUCTION Teaching methods were developed in Japan in ways th at are different from other industrialized countries. Hiebert et al. (1999) analysed, by study ing videos from the material in the TIMSS study, differences in teaching methods and discourse betwe en Japan, Germany and the United States. They argue that Japanese teachers as a goal for the less ons emphasize mathematical thinking rather than mathematical skills and choose problems starting th e lesson that can be solved by varying methods developed during previous lessons. Students are als o encouraged to develop methods themselves. The promotion of “...
Conditions and constraints for transferring Japanese structured problem solving to Swedish mathem... more Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
This paper presents and analyses “Mondaikaiketsu no jugyou” which translates to “the problem solv... more 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 student ...
In this study, we have observed three different teacher educators' lessons, concerning area d... more 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.
In this paper, we examine the implementation of a Japanese teacher educators' lesson, where h... more In this paper, we examine the implementation of a Japanese teacher educators' lesson, where he applies and, at the same time, inform the students about " struc-tured problem solving ". We describe a specific lesson titled " Quantity and Measurement " for elementary school teacher students and we show how the educator make the students aware of the didactic transposition of the material and how he makes the students experience and learn about applying " structured problem solving " in practice. We also show how the Japanese curriculum influences the scale of the mathematical praxeology to be learned and how the students are given opportunities to develop their insight into the PCK during their education in mathematics.
Applying problem solving oriented lesson structure in Swedish lower secondary school : With a vie... more Applying problem solving oriented lesson structure in Swedish lower secondary school : With a viewpoint of the anthropological theory of didactics (ATD)
This paper investigates how Japanese mathematics teachers produce and share didactic knowledge to... more This paper investigates how Japanese mathematics teachers produce and share didactic knowledge together. It is a case study of a post-lesson reflection meeting so-called open lesson. The crucial idea of this study is the dialectic between the specific and generic level of foci of the participants’ reflections about the observed teaching practice; namely, about applied teacher’s specific didactic technique for achieving a specific mathematical goal, and more general pedagogical issues such as realisation of the objectives of mathematics education. This dialectic is mediated by the meso-level notion of mathematical activity, described in the guidelines for Japanese national curriculum. The application of the scale of levels of didactic co-determination, provided by the anthropological theory of the didactic into the analysis shows in what way the dialectic interplay between the teachers’ comments with focus of the specific and generic levels influences the development and establishmen...
DESCRIPTION In this paper, we examine the implementation of a Japanese teacher educators’ lesson,... more DESCRIPTION In this paper, we examine the implementation of a Japanese teacher educators’ lesson, where he applies and, at the same time, inform the students about “structured problem solving”. We describe a specific lesson titled “Quantity and Measurement” for elementary school teacher students and we show how the educator make the students aware of the didactic transposition of the material and how he makes the students experience and learn about applying “structured problem solving” in practice. We also show how the Japanese curriculum influences the scale of the mathematical praxeology to be learned and how the students are given opportunities to develop their insight into the PCK during their education in mathematics.
INTRODUCTION Teaching methods were developed differently in Japan compared to other industrialize... more INTRODUCTION Teaching methods were developed differently in Japan compared to other industrialized countries. Hiebert, Stigler and Manaster (1999) analysed, by studying videos from the material in the TIMSS study, differences in teaching methods and interaction in the classrooms between Japan, Germany and the United States. They argue that Japanese teachers emphasize mathematical thinking, in particular, the development of the pupils' attitudes toward and ability to communicate mathematics, rather than mathematical skills as a goal for the lessons and choose problems starting the lesson that can be solved by varying methods developed during previous lessons. This goal is reached by having the students discuss with the teacher and peers on the settlement options. I will call this type of didactic techniques, where students work on whole-class problem solving, for problem oriented lesson structure (POLS).
This paper presents my project analysing a problem c ntered lesson approach of Japanese origin an... more This paper presents my project analysing a problem c ntered lesson approach of Japanese origin and apply it into Swedish mathematical class rooms. The didactic method has the aim of motivate the students’ positive attitude toward mat hematical learning and fostering mathematical thinking. As an analytical tool, the anthropologica l theory of didactics (ATD) will be applied. INTRODUCTION Teaching methods were developed in Japan in ways th at are different from other industrialized countries. Hiebert et al. (1999) analysed, by study ing videos from the material in the TIMSS study, differences in teaching methods and discourse betwe en Japan, Germany and the United States. They argue that Japanese teachers as a goal for the less ons emphasize mathematical thinking rather than mathematical skills and choose problems starting th e lesson that can be solved by varying methods developed during previous lessons. Students are als o encouraged to develop methods themselves. The promotion of “...
Conditions and constraints for transferring Japanese structured problem solving to Swedish mathem... more Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom
This paper presents and analyses “Mondaikaiketsu no jugyou” which translates to “the problem solv... more 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 student ...
In this study, we have observed three different teacher educators' lessons, concerning area d... more 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.
In this paper, we examine the implementation of a Japanese teacher educators' lesson, where h... more In this paper, we examine the implementation of a Japanese teacher educators' lesson, where he applies and, at the same time, inform the students about " struc-tured problem solving ". We describe a specific lesson titled " Quantity and Measurement " for elementary school teacher students and we show how the educator make the students aware of the didactic transposition of the material and how he makes the students experience and learn about applying " structured problem solving " in practice. We also show how the Japanese curriculum influences the scale of the mathematical praxeology to be learned and how the students are given opportunities to develop their insight into the PCK during their education in mathematics.
Applying problem solving oriented lesson structure in Swedish lower secondary school : With a vie... more Applying problem solving oriented lesson structure in Swedish lower secondary school : With a viewpoint of the anthropological theory of didactics (ATD)
This paper investigates how Japanese mathematics teachers produce and share didactic knowledge to... more This paper investigates how Japanese mathematics teachers produce and share didactic knowledge together. It is a case study of a post-lesson reflection meeting so-called open lesson. The crucial idea of this study is the dialectic between the specific and generic level of foci of the participants’ reflections about the observed teaching practice; namely, about applied teacher’s specific didactic technique for achieving a specific mathematical goal, and more general pedagogical issues such as realisation of the objectives of mathematics education. This dialectic is mediated by the meso-level notion of mathematical activity, described in the guidelines for Japanese national curriculum. The application of the scale of levels of didactic co-determination, provided by the anthropological theory of the didactic into the analysis shows in what way the dialectic interplay between the teachers’ comments with focus of the specific and generic levels influences the development and establishmen...
DESCRIPTION In this paper, we examine the implementation of a Japanese teacher educators’ lesson,... more DESCRIPTION In this paper, we examine the implementation of a Japanese teacher educators’ lesson, where he applies and, at the same time, inform the students about “structured problem solving”. We describe a specific lesson titled “Quantity and Measurement” for elementary school teacher students and we show how the educator make the students aware of the didactic transposition of the material and how he makes the students experience and learn about applying “structured problem solving” in practice. We also show how the Japanese curriculum influences the scale of the mathematical praxeology to be learned and how the students are given opportunities to develop their insight into the PCK during their education in mathematics.
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Papers by Yukiko Asami-Johansson