Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden. Issue 5 (3rd July 2020)

• Record Type: Journal Article
• Authors: Asami-Johansson, Yukiko; Attorps, Iiris; Winsløw, Carl
• Is Part Of: International journal of mathematical education in science and technology. Volume 51:Issue 5(2020)
• Page Start: 688
• Page End: 712
• Publication Date: 2020-07-03
• Subjects: Teacher education -- teaching knowledge -- anthropological theory of the didactic -- praxeology -- mathematical organization -- didactic organization -- paradidactic infrastructure; Mathematics -- Study and teaching -- Periodicals; Mathematics -- Periodicals; 510.07
• DOI: 10.1080/0020739X.2019.1614688
• Languages: English
• ISSNs: 0020-739X

Abstract

ABSTRACT: The aim of this paper is to investigate and compare lessons given in primary school teacher education in Japan, Finland and Sweden. We analyse one lesson from each country and compare them using a common framework. Chevallard's anthropological theory of the didactic (ATD) is used to frame this analysis and in particular to model teacher educators' didactic organization of the lessons. The focus is on how the didactic organizations of the teacher educators relate to the mathematical and didactic organizations of primary school. Based on official documents and viewpoints of the teacher educators, we also discuss how the contents and descriptions of the national curricula, and the different traditions of the teaching practices in each country, influence the didactic organizations found in the lessons.