IN SEARCH OF THEORETICAL PERSPECTIVE ON THE "LESSON STUDY" IN MATHEMATICS

被引：0

作者：

Ohtani, Minoru ^{[1
]}

机构：

[1] Kanazawa Univ, Kanazawa, Ishikawa 9201192, Japan

来源：

PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 1 | 2009年 / 1卷

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this paper, Japanese "lesson study" is used as a situative vehicle to support discussion of one theoretical approach to mathematics teacher education. In this presentation, three aspects of lesson study will be addressed: (i) what is meant by "lesson study"; (ii) how is "lesson study" organized; and (iii) why is "lesson study" important for teachers' professional development. Based on these aspects, the presenter proposes that "Activity Theory", especially "Developmental Research" (Engestrom, 1990), provides a promising scheme for understanding communal cultural practice in mathematics teacher education.

引用

页码：105 / 108

页数：4

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