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Luc Trouche
et al. (Jun, 2020)

Others

The ‘Documentation Approach to Didactics is an entry of the Encyclopedia of Mathematics Education (Trouche, Gueudet, & Pepin 2018). This entry has been updated in 2020 (Trouche, Gueudet, & Pepin 2020). This article is a Japanese adaptation of this updated version. It is part of a collection, gatheri...

Books and book chapters

Takeshi Miyakawa
et al. (Nov 30, 2019)

Books and book chapters

This chapter aims to report the results of a comparative study of teachers’ documentation work in China and Japan, as well as to share some East Asian experiences that are less accessible to Western researchers. The Chinese case is gathered from teachers’ collective work carried out inside school, a...

Books and book chapters

Birgit Pepin
et al. (Nov 30, 2019)

Books and book chapters

In this chapter, we investigate the notion of “teachers as curriculum designers” from the literature and from six international perspectives. This is done in order to (1) develop a deeper understanding of the concept, and (2) provide an international perspective and illustrations of the different fa...

Conferences and symposiums

Stéphane Clivaz
et al. (Feb 6, 2019)

Conferences and symposiums

This paper analyses two grade 4 mathematics lessons given in Switzerland and in Japan by student teachers (pre-service teachers) in the context of a project-based international exchange program. The lesson, initially planned together by the nine student teachers of the two countries, was finally rea...

Conferences and symposiums

Yusuke Shinno
et al. (Feb 6, 2019)

Conferences and symposiums

There are different meanings of proof-related words and their connotations in different languages. This study aims to reveal issues of the relationship between natural and mathematical language in the teaching of mathematical proof. For this purpose, we examine the grammatical characteristics of lan...

Luc Trouche
et al. (2019)

Articles

In this study we explore the interactions between teachers and resources during lesson preparation from different perspectives. We ask in which ways the crossing of perspectives help to develop deeper understandings of teacher interactions with curriculum resources. For doing this, we have chosen th...

Books and book chapters

Verônica Gitirana
et al. (Apr, 2018)

Books and book chapters

The development of the Internet and the abundance of digital resources, in addition to the emergence of new forms of teacher collective work, lead to new developments and uncertainties in teaching and learning of mathematics. These upheavals have given rise to new theoretical needs: how to analyze t...

Conferences and symposiums

Marion Cousin
et al. (Feb 1, 2017)

Conferences and symposiums

This study discusses the evolution of mathematical proofs in Japanese junior high school geometry textbooks and the conditions and constraints that have shaped them. We analyse the evolution of these proofs from their inception in the Meiji era (1868-1912) to the present. The results imply that feat...

Articles

Takeshi Miyakawa
et al. (Mar 1, 2009)

Articles

Dans cet article nous présentons un dispositif d’origine japonaise pour organiser le travail collectif d’enseignants pour préparer, réaliser et évaluer l’enseignement d’une seule leçon. Ce dispositif est connu dans le monde anglophone sous le nom de « lesson study ». Même si sa genèse et son usage d...

Takeshi Miyakawa
(Dec 19, 2005)

Thesis

This research presents an analysis of the relationship between knowledge and proof through a mathematical concept: reflective symmetry (in a situation of construction of a proof). We propose to clarify the cognitive distance which would exist for the students, between geometrical construction and th...