The intangible task – a revelatory case of teaching mathematical thinking in Japanese elementary schools

Klaus Rasmussen; Masami Isoda

doi:10.1080/14794802.2018.1555714

The intangible task – a revelatory case of teaching mathematical thinking in Japanese elementary schools

1 Citationer (Scopus)

Abstract

This paper deals with the nature of teaching mathematical thinking and presents a case study of a single Japanese lesson where the characteristics of mathematical thinking and the teaching thereof are identified in relation to multiplication. The raison d’être for this teaching is questioned and investigated by looking at how multiplication is described in the curriculum and representative textbook material. It is seen how Japanese teachers are institutionally conditioned to incorporate mathematical thinking in the context of multiplication, something which may appear in contrast to other countries. The lesson is analysed using the notion of praxeologies and didactic co-determination conceptualised in the Anthropological Theory of the Didactic.

Originalsprog	Engelsk
Tidsskrift	Research in Mathematics Education
Vol/bind	21
Udgave nummer	1
Sider (fra-til)	1-17
ISSN	1479-4802
DOI	https://doi.org/10.1080/14794802.2018.1555714
Status	Udgivet - 2 jan. 2019

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10.1080/14794802.2018.1555714

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The intangible task – a revelatory case of teaching mathematical thinking in Japanese elementary schools

Abstract

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