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Japan

An Overview of the Japanese School System and Mathematics Curriculum

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Yoshinori Shimizu

Mathematics Teachers as Learners

Professional Development of Mathematics Teachers in Japan

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Yoshinori Shimizu

Characteristics of mathematics teacher education in Japan are described with a focus on particular aspects of the learning process of teachers throughout their professional life. First, an outline of the Japanese system of pre-service training, adoption, and in-service training of teachers in mathematics are described in general. Then aspects of mathematics teacher education in Japan are discussed with a focus on the opportunities for participating in lesson study, which is a common element in Japanese educational practices and takes place in various contexts of professional development of both preservice and inservice teachers. Particular attention is given to the opportunities for developing pedagogical content knowledge in mathematics through the careful analysis of teaching materials, or “Kyozai-kenkyu” in Japanese, which include anticipating students’ approach to the topic to be taught in the classroom. Then, the role of lesson plans not only for planning and discussing lessons but also as a “vehicle” for learning process of teachers are examined. The need for maintaining the continuity between preservice and in-service training is emphasized.

Mathematics Classrooms in Twelve Countries

The Insider's Perspective

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Edited by David Clarke, Christine Keitel and Yoshinori Shimizu

This book reports the accounts of researchers investigating the eighth grade mathematics classrooms of teachers in Australia, China, the Czech Republic, Germany, Israel, Japan, Korea, The Philippines, Singapore, South Africa, Sweden and the USA. This combination of countries gives good representation to different European and Asian educational traditions, affluent and less affluent school systems, and mono-cultural and multi-cultural societies. Researchers within each local group focused their analyses on those aspects of practice and meaning most closely aligned with the concerns of the local school system and the theoretical orientation of the researchers. Within any particular educational system, the possibilities for experimentation and innovation are limited by more than just methodological and ethical considerations: they are limited by our capacity to conceive possible alternatives. They are also limited by our assumptions regarding acceptable practice. These assumptions are the result of a long local history of educational practice, in which every development was a response to emergent local need and reflective of changing local values. Well-entrenched practices sublimate this history of development. The Learner’s Perspective Study is guided by a belief that we need to learn from each other. The resulting chapters offer deeply situated insights into the practices of mathematics classrooms in twelve countries: an insider’s perspective.

Series:

David Clarke, Christine Keitel and Yoshinori Shimizu

Series:

David Clarke, Christine Keitel and Yoshinori Shimizu

Series:

David Clarke, Christine Keitel and Yoshinori Shimizu

Series:

David Clarke, Christine Keitel and Yoshinori Shimizu