Are There Any Places that Students Use Their Heads? Principles of High-Quality Japanese Mathematics Instruction

Autor/inn/en	Corey, Douglas L.; Peterson, Blake E.; Lewis, Benjamin Merrill; Bukarau, Jared
Titel	Are There Any Places that Students Use Their Heads? Principles of High-Quality Japanese Mathematics Instruction
Quelle	In: Journal for Research in Mathematics Education, 41 (2010) 5, S.438-478 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Educational Quality; Student Teachers; Mathematics Teachers; Cooperating Teachers; Mathematics Instruction; Teaching Methods; Foreign Countries; Teacher Student Relationship; Teacher Effectiveness; Cross Cultural Studies; Lesson Plans; Teacher Education; Pedagogical Content Knowledge; Japan + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Co-operation; Cooperation; Kooperation; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Cultural comparison; Kulturvergleich; Lesson planning; Unterrichtsplanung; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz
Abstract	Previous research gives evidence that Japanese mathematics teachers "may have a more detailed and widely shared theory about how to teach effectively" when compared to their U.S. counterparts (Jacobs & Morita, 2002). This study explores the conceptions and cultural scripts of a group of Japanese mathematics teachers by analyzing the conversations between cooperating teachers and student teachers. It describes 6 principles of high-quality instruction that arose in at least half the conversations we analyzed. Each of these principles is examined in detail. Finally, some advantages of having a strong, shared conception of high-quality instruction and focusing on widely applicable instructional principles are presented. (Contains 1 footnote, 2 tables, and 1 figure.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10