Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure A Swedish case study

Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure A Swedish case studyDesigning Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure

A Swedish case study

Yukiko Asami-Johansson

Abstract

This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom.

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