Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden

Comparing mathematics education lessons for primary school teachers : case studies from Japan, Finland and Sweden

Asami-Johansson, Yukiko (author): Högskolan i Gävle,Matematik,Department of Science Education, University of Copenhagen, Copenhagen, Denmark

Winsløw, C. (author): Department of Science Education, University of Copenhagen, Copenhagen, Denmark

(creator_code:org_t)

Taylor & Francis, 2020
2020
English.
In: International Journal of Mathematical Education in Science and Technology. - : Taylor & Francis. - 0020-739X .- 1464-5211. ; 51:5, s. 688-712

Related links:: https://doi.org/10.1...; show more...; https://urn.kb.se/re...; https://doi.org/10.1...; show less...

Abstract Subject headings

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.

About the subject

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