This paper aims to examine key characteristics of exemplary mathematics instruction in Japanese classrooms. The selected findings of large-scale international studies of classroom practices in mathematics are reviewed for discussing the uniqueness of how Japanese teachers structure and deliver their lessons and what Japanese teachers value in their instruction from a teacher’s perspective. Then an analysis of post-lesson video-stimulated interviews with 60 students in three “well-taught” eighth-grade mathematics classrooms in Tokyo is reported to explore the learners’ views on what constitutes a “good” mathematics lesson. The co-constructed nature of quality mathematics instruction that focus on the role of students’ thinking in the classroom is discussed by recasting the characteristics of how lessons are structured and delivered and what experienced teachers tend to value in their instruction from the learner’s perspective. Valuing students’ thinking as necessary elements to be incorporated into the development of a lesson is the key to the approach taken by Japanese teachers to develop and maintain quality mathematics instruction.
- RT @ottensam: New episode of the #MathEd podcast -- Dr. Jaime Diamond from @UGAMathSciEd discusses her research on teachers' strategies for… 2 months ago
- RT @pgliljedahl: Our podcast from the Making Math Moments Summit can now be accessed from my website ( peterliljedahl.com/btc). https://t.c… 7 months ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 1 year ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 1 year ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 1 year ago