Lesson Study: Problem Solving Approaches in Mathematics Education as a Japanese Experience

被引：19
作者：
Isoda, Masami [1 ]
机构：
[1] Univ Tsukuba, Ctr Res Int Cooperat Educ Dev, Tsukuba, Ibaraki 305, Japan
来源：
INTERNATIONAL CONFERENCE ON MATHEMATICS EDUCATION RESEARCH 2010 - ICMER 2010 | 2010年 / 8卷
关键词：
Japanese lesson study; Problem Solving Approach; Pedagogical Content Knowledge; History of lesson study;
D O I：
10.1016/j.sbspro.2010.12.003
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Lesson study is a scientific activity for Japanese teachers on their meaning. In Japan, research topics for lesson study usually shared through the regular revisions of curriculum and research movement by several societies (Isoda et al.; 2007). As a result of teachers' challenges, several local theories of teaching were shared. 'Problem Solving Approach' has been known as Japanese teaching approach (Stigler & Hiebert; 1999). It is a well known theory of teaching for developing children who learn mathematics by/for themselves in Japan. It includes teaching about learning how to learn. Another important products of lesson study are theories for curriculum, described in teacher's guidebooks as a number of technical terms which are only used by teachers and math-educators for sharing pedagogical content knowledge. (C) 2010 Elsevier Ltd. All rights reserved.
引用
收藏
页码：17 / 27
页数：11
相关论文
共 13 条
  • [1] [Anonymous], 2009, ENFOQUE RESOLUCION P
  • [2] [Anonymous], 1999, TEACHING GAP
  • [3] Becker J.P., 1997, The open-ended approach: A new proposal for teaching mathematics
  • [4] GRAVEMEIJER K, 2007, EMERGENT MODELING IT
  • [5] Inprasitha M., 2006, TSUKUBA J ED STUDY M, V25, P169
  • [6] Isoda, 2007, JAPANESE LESSON STUD, P5
  • [7] ISODA M, 2010, J JAPAN SOC MATH ED, V92, P12
  • [8] ISODA M, 2010, J JAPAN SOC MATH ED, V92, P11
  • [9] ISODA M, 2004, HIST JAPANESE MATH E
  • [10] Isoda M., 2008, APEC LESSON STUDY PR
12