Teaching Multiplication with Lesson Study

Japanese and Ibero-American Theories for International Mathematics Education
1. Auflage 2021
ISBN: 978-3-030-28563-0
Verlag: Springer International Publishing

Buch, Englisch, 296 Seiten, Paperback, Format (B × H): 155 mm x 235 mm, Gewicht: 482 g

This open access book is intended to assist teachers, teacher trainers, curriculum designers, editors and authors of textbooks in developing strategies to teach the multiplication of natural numbers based on the experience of the Lesson Study in Japan. This approach to mathematics education dates back to the 1870s and reconciles the emphasis on problem solving with the treatment of the curricular contents. It has gained international recognition since the 1990s and thanks to it mathematics education in Japan has been recognized as one of the most efficient and innovative in the world.

This growing international awareness has led to an effort to apply the principles of Lesson Study to other parts of the world and this book shows how experienced authors from Brazil, Chile, Mexico, Spain and Portugal have worked to adapt some of these methods and techniques to the Portuguese and Spanish speaking countries of Ibero-America. 

Drawing on the impact of Lesson Studyon government curriculum decisions and teacher behavior in Japanese classrooms; offering examples of lessons, lesson plans and suggestions for teaching; and presenting examples of the good reception of the principles of Lesson Study in Ibero-America, Teaching Multiplication with Lesson Study – Japanese and Ibero-American Theories for Mathematics Education shows how an efficient and cutting-edge experience in mathematics education can travel the world and help teachers in many different countries.

Zielgruppe

Professional/practitioner

Autoren/Hrsg.

Olfos, Raimundo

Isoda, Masami

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

Chapter 1. Introduction: Japanese theories and overview of chapters.- Chapter 2. The Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, USA, Mexico, Brazil and Chile.- Chapter 3. Problematics for Conceptualization of Multiplication.- Chapter 4. Introduction of Multiplication and its Extension: How do Japanese Introduce and Extend?.- Chapter 5. Japanese Lesson study for Introduction of Multiplication.- Chapter 6. Teaching the Multiplication Table and Its Properties for Learning How to Learn.- Chapter 7. The Teaching of the Multi-digit Multiplication in the Japanese Approach.- Chapter 8. An Ethnomathematical Look at the Question of the Idea of Multiplying .- Chapter 9. “Necklaces”: A Didactic Sequence for Missing Value Proportionality Problems.- Chapter 10. Building opportunities for learning multiplication.- Chapter 11. Can We Explain Students’ Failure in Learning Multiplication?

Über Autor(innen)

Masami Isoda, PhD, is a professor of the School of Human Sciences at the University of Tsukuba, Japan, where he is also the director of the Center for Research on International Cooperation in Educational Development. He has been a co-project overseer (representative) of the APEC Lesson Study Project (since 2006) and has been working internationally and nationally for innovation in mathematics education. His contributions have earned him the following awards: Honorary Professor by USIL, Peru (2014); Honorary PhD by KKU, Thailand (2011); Most Beautiful Book of the Year 2009 in the Area of Natural Science by Japan Publisher Association (2010); Best Software in Education by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan (2005). His PhD thesis title is "Mathematization for Mathematics Education: an extension of the theory of Hans Freudenthal applying the representation theory of Masami Isoda with demonstration of levels of function up to calculus." He has established the theories of teaching approach such as the planning for argumentation in classroom using the theory of the conceptual and procedural knowledge in mathematics.
Raimundo Olfos, PhD, is an associated professor of the Mathematics Institute of the School of Sciences at the Pontifical Catholic University of Valparaíso, Chile, where he is a teacher of the graduate program in Mathematics Didactics. As an assessor for public policies he has contributed to the ministries of Education in Chile and Peru. As a researcher he has published more than 30 papers and authored 5 books. His main research interests are curriculum development and assessment in mathematics education, and he leads communities of Lesson Study Groups in Chile and Colombia.