Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of "Open Lesson" in Japan

Autor/inn/en	Miyakawa, Takeshi; Winslow, Carl
Titel	Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of "Open Lesson" in Japan
Quelle	In: Journal of Mathematics Teacher Education, 16 (2013) 3, S.185-209 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-013-9236-5
Schlagwörter	Foreign Countries; Elementary School Teachers; Teaching Methods; Lesson Plans; Case Studies; Mathematics Teachers; Theories; Epistemology; Inservice Teacher Education; Mathematics Education; School Visitation; Discussion; Japan + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Case study; Fallstudie; Case Study; Mathematics; Mathematik; Theory; Theorie; Erkenntnistheorie; Lehrerfortbildung; Mathematische Bildung; Diskussion
Abstract	In this paper, we first present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it, which is firmly rooted in a systemic approach to didactic phenomena at large, namely the anthropological theory of the didactic. Then, a case of open lesson is presented and analysed, using this theoretical approach, to show how the format of open lesson contributes to the construction and diffusion of didactic knowledge in the community of mathematics teachers in Japan. The basic idea of this format is that teachers from other schools are invited to observe a class taught by a teacher then participate in a discussion session with him on the details of the lesson. For the case study, we analyse the lesson plan prepared for an open lesson, the observed lesson and the teachers' discussion. As a result, an open lesson session has been described as a specific form of post-didactic practice related directly to an actual observed lesson, and aiming specifically at elaborating the theoretical aspects of teacher's didactic practice in the lesson and beyond it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10