Conditions and constraints for transferring japanese structured problem solving to swedish mathematics classrooms

• Yukiko Asami Johansson ^[1]
  1. [1] University of Gävle
• Localización: Recherches en didactique des mathématiques, ISSN 0246-9367, Vol. 41, Nº 3, 2021, págs. 347-391
• Idioma: inglés
• Títulos paralelos:
  • Condiciones y restricciones para la transferencia de problemas estructurados japoneses para la resolución a aula de matemáticas sueco
  • Conditions et contraintes pour le transfert de la résolution de problèmes structurée au japon à la classe suédoise de mathématiques
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    Este estudio de caso investiga en qué medida una teoría y práctica específicas de la enseñanza de las matemáticas (la resolución de problemas estructurada japonesa, tal como lo formula K. Souma) se puede transferir y aplicar en un nuevo contexto (Suecia). El análisis se basa en herramientas de la teoría antropológica de lo didáctico. Resulta que el profesor sueco puede gestionar esas técnicas didácticas, que están respaldadas por tecnología didáctica compartida dentro de la comunidad de profesores suecos. Existen técnicas didácticas comunes dentro del enfoque de resolución de problemas estructurados japoneses para los cuales este no es el caso, y que de hecho eran difíciles de manejar para el profesor sueco, a saber: técnicas relacionadas con bansho (organización de pizarra); dejar que los estudiantes formulen un kadai (tarea derivada) de la lección; y kikan-shido (monitoreo del trabajo de los estudiantes para planificar una discusión posterior de toda la clase). Además, el documento proporciona un análisis ecológico sobre las condiciones y restricciones subyacentes que provocaron este fenómeno, una discrepancia con respecto a las praxeologías didácticas de los docentes. En Japón, los profesores se centran en el desarrollo personal de los estudiantes en los procesos de aprendizaje reflexivo y colectivo, mientras que el profesor sueco se centra más en el logro de los conocimientos de cada estudiante.

  • English

    This case study investigates to what extent a specific theory and a practice of mathematics teaching − Japanese structured problem solving, as formulated by K. Souma can-be transferred and applied in a new context (Sweden). The analysis is based on tools from the anthropological theory of the didactic. It turns out that the Swedish teacher manage the didactic techniques, which are supported by didactic theories shared within the community of Swedish teachers. However, there are common didactic techniques within the Japanese structured problem solving approach for which this is not the case, and which were indeed difficult to manage for the Swedish teacher. Among these were techniques related to bansho (blackboard organisation); letting the students formulate a kadai (derived task) of the lesson; and kikan-shido (monitoring students’ work to plan a subsequent whole-class discussion). Further, the paper provides an ecological analysis on the underlying conditions and constraints that have brought about this phenomenon − a discrepancy concerning the didactic praxeologies of teachers. In Japan, teachers focus on the students’ personal development in the processes of the reflective and collective way of learning, while the Swedish teacher focuses more on individual student’s achievement of the knowledge.

  • français

    Cette étude de cas examine dans quelle mesure une théorie et une pratique spécifiques de l’enseignement des mathématiques – la résolution de problèmes structurée développée au Japon, telle que formulée par K. Souma – peuvent être transférées et appliquées dans un nouveau contexte (Suède). L’analyse est basée sur des outils de la théorie anthropologique du didactique. Il s’avère que l’enseignant suédois peut gérer les techniques didactiques proposées par Souma quand celles-ci sont soutenues par une technologie didactique qui est familière pour la communauté des enseignants suédois. Pour certaines techniques didactiques de l’approche par résolution de problèmes structurée, ceci n’est pas le cas ; ces techniques étaient en fait difficiles à utiliser pour les enseignants suédois. Concrètement, il s’agit de techniques liées au bansho (organisation du tableau) ; laisser les étudiants formuler le kadai (la tâche dérivée) d’une leçon ; et le kikan-shido (suivi du travail des élèves pour planifier une discussion ultérieure). De plus, l’article fournit une analyse écologique des conditions et contraintes sous-jacentes qui ont provoqué ce phénomène – une divergence concernant les praxéologies didactiques des enseignants. Au Japon, les enseignants se concentrent sur le développement personnel des élèves dans les processus d’apprentissage réflexif et collectif, tandis que l’enseignant suédois se concentre davantage sur l’acquisition des connaissances par les élèves.

• Referencias bibliográficas
  • BARBÉ J., BOSCH M., ESPINOZA L., GASCÓN J. (2005). Didactic restrictions on teachers' practice - the case of limits of functions at Spanish...
  • BECKER J. P., SHIMADA S. (Eds.). (1997). The open-ended approach: a new propasa! far teaching mathematics. Reston, Virginia: National Council...
  • BOSCH M., GASCÓN J. (2014). Introduction to the anthropological theory ofthe didactic. In Bikner-Ahsbahs A., Prediger S. (Eds.), Networking...
  • CARLGREN l., KLErrÉ K., MYRDAL S., SCHNACK K., SIMOLA H. (2006). Changes in Nordic teaching practices: From individualised teaching to the...
  • CHEVALLARD Y. (1985). La transposition didactique: du savoir savant au savoir enseigné. Grenoble, France : La Pensée Sauvage.
  • CHEVALLARD Y. (2019). Introducing the anthropological theory of the didactic: An attempt at a principled approach. Hiroshima Journal of Mathematics...
  • CHEVALLARD Y., BOSCH M. (2020). A short (and somewhat subjective) glossary of the ATD. In Bosch M., Chevallard Y., García F.-J., Monaghan...
  • COSTA A., F ARIA L. (2018). Implicit theories of intelligence and academic achievement: a meta-analytic review. Front. Psychol. 9:829. Doi:...
  • CRICED (2010). Junior high school teaching guide far the Japanese Course of Study: Mathematics (Grades 7-9). [Cited 2019 March 22].
  • DING M., LI X., PICCOLO D., KULM G. (2007). Teaching interventions in cooperative learning mathematics classes. The Journal of Educational...
  • ELIPANE, L. E. (2012). Integrating the essential elements of lesson study in pre-service mathematics teacher education. Doctoral dissertation....
  • FERNANDEZ C., YOSHIDA M. (2004). Lesson study. New Jersey: Lawrence Erlbaum Associates.
  • FUM T. (2014). Implementing Japanese Lesson study in foreign countries: Misconceptions revealed. Mathematics Teacher Education and deve lopment,...
  • GIOTA J., EMANUEL SSON I. (2018). Indi vidualized teaching practices in the Swedish comprehensive school from 1980 to 2014 in relation to...
  • ÜROVES s., DoIG B., VALE C., WIDJAJA w. (2016). Critical factors in the adaptation and implementation of Japanese lesson study in the Australian...
  • HANSSON Á. (2010). Instructional responsibility in mathematics education: Modelling classroom teaching using Swedish data. Educational Studies...
  • HEMMJ K., RYVE A. (2015). Effective mathematics teaching in Finnish and Swedish teacher education discourses. Jo urnal of Mathematics Teacher...
  • HlRABAYASHI I. (2006). A traditional aspect of mathematics education in Japan: Mathematics as GEI (art), its JUTSU (technique) and DO (way)....
  • HSU, F. (1975). le moto: the heart of Ja pan. John Wiley & Sons, Inc., New York.
  • ITO S. (2010). Sugakutekina kangaekata no ikusei [Raising the mathematical way of thinking] . In JSME (Ed.), Handbook of Research in Mathematics...
  • JACOBS J. K., MüRITA E. (2002). Japanese and Am erican teachers' evaluation of videotaped mathematics lessons. Journal for Rese arch in...
  • JARL M., RóNNBERG L. (2010). Skolpolitik. Fra n riksdagshus till klassrum [School politics from the parliament to classrooms]. Malméi, Sweden:...
  • JSME (Japan Society of Mathematical Education research section) (2001). Sugak.utekina katsudo wo toshita sugakukiso to sougoutekina gakushu...
  • KIKUCM H. (1969). Sugak.uteki na kangae wo nobasu shido [Making students' mathematical thinking] . Tokyo: Hokushintosho.
  • KUNJMUNE S., SoUMA K. (Eds.). (2009a). Sugakuteki katsudou no Ji ssen pulanshu Dai 1 gak.unen hen [Practica! lesson plan collection for mathematical...
  • KUNJMUNE S., SoUMA K. (Eds.). (2009b). Sugakuteki katsudou no Ji ssen pulanshu Dai 2 gak.unen hen [Practica! lesson plan collection for mathematical...
  • LINDE G. (2004). Mal och k.unskapsformer i gymnasieskolans kursplaner. Intern rapport [Objectives and forms ofknowledge in the upper secondary...
  • MEXT (Ministry of Education, Culture, Sports, Science and Technology) (2008). Chugakko gakushu shido yoryo kaise tsu, sugaku-hen [The Guidelines...
  • MlNISTRY OF EDUCATION. (1993). Kursplaner far grundskolan: SOUJ933:2 [Course plans for the compulsory school] . Stockholm: Fritzes.
  • MIYAKAWA T., WINSL0W C. (2013). Developing mathematics teacher knowledge: the paradidactic infrastructure of "open lesson" in Japan....
  • MIYAKAWA T., WINSL0W C. (2019). Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of "practice...
  • NAGASAKI E. (2007). Sansuu no chikara Suugak.uteki na kangaekata wonorikoete [The power of mathematics: Beyond the mathematical thinking]...
  • PETTERSSON C. (2013). Kursplaners mojlighetsrum-om nationella kursplaners transformation till lokala [Possibility of syllabus-on the transformation...
  • ROBLEN T.-P., LeTENDRE G.-K. (Eds.) (1996). Teaching and Learning in Ja pan. New York: Cambridge University Press.
  • RYVE A., NILSSON P., PE TTERSSON K. (2013). Analyzing effective communication in mathematics group work: The role of visual mediators and...
  • SHIMIZU S. (2011). Mondai kaiketsu ha kodomotachi no jiritsu notameni."Sugakuteki na kangaekata" to "sansuutekikatsudou" ha...
  • SHIMIZU S. (2011). Mathematical way of thinking and mathematical activities in elementary school leve! is incamation of the problem solving...
  • SHIMIZU Y. (1999). Aspect of mathematics teacher education in japan: Focusing in teachers' roles. Jo urnal of Mathematics Teacher Education,...
  • SKOLVERKET [Swedish National Agency for Education] (2017). Komme ntarmaterial till k.ursplanen i mate matik [Commentary materials for the...
  • SKOLVERKET [Swedish National Agency for Education] (2019). Curriculum for the compulsory school, pre-school class and the recreation centre....
  • SOUMA K. (1995). Yosou wo toriireta Sugaku jugyou no kaizen [Improvement of the lessons of mathematics with guessing] . Tokyo: Meijitosho.
  • SOUMA K. (1997). Sugaku Mondaikaike tsu no Jugy ou [The problema solving approach- the subject of mathematics] . Tokyo: Meijitosho.
  • SOUMA K. (2000). Mondaikaiketsu no Jugyou ni ikiru mondai shu [The problem collection for the lessons with problem solving approach]. Tokyo:...
  • SOUMA K. (20 17). Sugaku Mondaikaiketsu no Guidebook [The guidebook for the lessons with problem solving approach]. Tokyo : Meijitosho.
  • STIGLER J., HIBBERT J. (1 999). The Teaching Gap: Best ideas from the world's teachers far improving education in the classroom. New York:...
  • STIGLER J., HIBBERT J. (201 6). Lesson study, improvement, and the importing of cultural routines. ZDM, 48, 5 8 1 -587.
  • TAKAHASHI A., LEWIS C., PERRY R. (20 1 3). A US lesson study network to spread teaching through problem solving. International Journal far...
  • TEJIMA K. (1 985). Sansuuka Mondaikaiketsu no Jugyo [The problema solving approach- the subject of elementary school mathematics]. Tokyo:...
  • VINTEREK M. 2006: Individualisering i ett skolsammanhang [Individualization in a school context]. Stockholm : Myndigheten für skolutveckling.
  • WINSL0W C. (20 12). A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching...
  • WINSL0W C. & EMORI, H. (2006). Comparative studies of mathematics education: a semiotic approach, illustrated by the case of Japan. Leung...