Describing researchers’ ways of seeing a lesson: as the first work of the cross-cultural study on lesson study between Japan and Thailand
Tipo de documento
Lista de autores
Mizoguchi, Tatsuya, Inprasitha, Maitree, Changsri, Narumon y Shinno, Yusuke
Resumen
This research is the first work of the project of cross-cultural study on lesson study between Japan and Thailand. Lesson study is currently an international topic, and we use “lesson study” as a common word. However, are the meanings of each terminology in diverse languages as same completely? Our initial concern is in this point. For this, we observe lesson on video and make comment-reports on it in each. In analyzing these comments, it is required a meta theory for descriptions. In this research, we describe the researchers ways of seeing a lesson using the Anthropological Theory of the Didactic [ATD or TAD in French and Spanish]. In conclusion, we discuss similarities and discrepancies between researchers’ comments of both countries in terms of a) praxis and logos blocks, b) mathematical and didactic organization, and c) the perspective of scale of levels of didactic co-determinacy [LDC].
Fecha
2020
Tipo de fecha
Estado publicación
Términos clave
Culturales | Otra (fuentes) | Otro (fenomenología) | Otro (fundamentos) | Usos o significados
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
Arani, M. R. S. (2015). Cross cultural analysis of an Iranian mathematics lesson: A new perspective for raising the quality of teaching. International Journal for Lesson and Learning Studies, 4(2), 118-139. Arani, M. R. S., Shibata, Y., Lee, K-E. C., Kuno, H., Matoba, M., Lean, F. L. & Yeo, J. (2014). Reorienting the cultural script of teaching: cross cultural analysis of a science lesson. International Journal for Lesson and Learning Studies, 3(3), 215-235. Arani, M. R. S., Shibata, Y., Sakamoto, M., Iksan, Z., Amirullah, A. H. & Lander, B. (2017). How teachers respond to students' mistakes in lessons: A cross-cultural analysis of a mathematics lesson. International Journal for Lesson and Learning Studies, 6(3), 249-267. Bosch, M. & Gascón, J. (2006). 25 years of the Didactic Transposition. Bulletin of the International Commission on Mathematical Instruction 58, 51-65. Chevallard, Y. (in press). Introducing the anthropological theory of the didactic: An attempt at a principled approach. Hiroshima Journal of Mathematics Education. Clivaz, S. (2015). French Didactique des Mathématiques and Lesson Study: a profitable dialogue?. International Journal for Lesson and Learning Studies, 4(3), 245-260. Kadroon, T. & Inprasitha, M. (2013). Professional Development of Mathematics Teachers with Lesson Study and Open Approach: The Process for Changing Teachers Values about Teaching Mathematics. Psychology, 4(2), 101-105. Lewis, C. & Takahashi, A. (2013). Facilitating curriculum reforms through lesson study. International Journal for Lesson and Learning Studies, 2(3), 207-217. Miyakawa, T. & Winsløw, C. (2013). Developing mathematics teacher knowledge: The paradidactic infrastructure of “open lesson” in Japan. Journal of Mathematics Teacher Education, 16(3), 185–209. Rasmussen, K. (2016). Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection. Journal of Mathematics Teacher Education, 19(4), 301–324.