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E-grāmata: Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement illustrated edition [World Scientific e-book]

Edited by (Univ Of Tsukuba, Japan), Edited by (Univ Of Tsukuba, Japan), Edited by (.), Edited by (Univ Of Melbourne, Australia)
  • Formāts: 280 pages
  • Izdošanas datums: 06-Feb-2007
  • Izdevniecība: World Scientific Publishing Co Pte Ltd
  • ISBN-13: 9789812707475
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  • World Scientific e-book
  • Cena: 195,82 €*
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Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement illustrated editionPalielināt
  • Formāts: 280 pages
  • Izdošanas datums: 06-Feb-2007
  • Izdevniecība: World Scientific Publishing Co Pte Ltd
  • ISBN-13: 9789812707475
Citas grāmatas par šo tēmu:
World Scientific e-booksMore info about World Scientific e-books
Rokasgrāmatas mājas lapa: http://www.worldscientific.com/worldscibooks/10.1142/6339#t=toc
In Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler's conclusions from various videotape research studies of mathematics teaching: "The key to long-term improvement [ in teaching] is to figure out how to generate, accumulate, and share professional knowledge". Japanese Lesson Study has proved to be one successful means. This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints of Japanese educators who have been engaging in lesson study in mathematics for professional development and curriculum implementation. This book also illustrates several projects related to lesson study in other countries.
Foreword xiii
Introduction: to the English Translation xv
Introduction: translated from the Japanese version xxv
Chapter 1: Japanese Lesson Study in Mathematics
Section 1: Japanese Education and Lesson Study: An Overview
1.1 "How is Lesson Study Implemented?"
2
Takuya Baba
Hiroshima University
Section 2: A Brief History of Mathematics Lesson Study in Japan
2.1 "Where did Lesson Study Begin, and How Far Has It Come?"
8
Masami Isoda
University of Tsukuba
Section 3: Official In-Service Teacher Training System
3.1 How is In-Service Teacher Training Conducted in Japan?
16
Kazuyoshi Okubo
Hokkaido University of Education
Section 4: Mathematics Curriculum and Way of Implementation
4.1 How Has Mathematics Education Changed in Japan?
22
Eizo Nagasaki
National Institute for Educational Policy Research of Japan
4.2 How Have the Goals of the Mathematics Curriculum Changed?
26
Eizo Nagasaki
National Institute for Educational Policy Research of Japan
4.3 How are Curriculum Standards Improved and Implemented?
30
Yutaka Ohara
Naruto University of Education
4.4 How is Each School's Mathematics Curriculum Formulated and Implemented?
36
Shigeo Yoshikawa
Ministry of Education, Culture, Sports, Science and Technology, Japan
4.5 Teaching and Assessment Based on Teaching Guides
42
Masao Tachibana
Morioka City Board of Education (previous position: Ministry of Education, Culture, Sports, Science and Technology, Japan)
4.6 Textbooks and Teaching Guides
48
Takeshi Miyakawa
University of Tsukuba
4.7 What Kinds of Teaching Materials and Aids are Used in Japan?
52
Hiroko Tsuji
Hokkaido University of Education
4.8 What do Teachers and Teacher Trainees Think About Lesson Study?
56
Tadayuki Kishimoto
Toyama University
Section 5: Comparisons of Features of Past International Comparative Studies
5.1 Why Have Japanese Lessons Paid Attracted Attention and What are its Features?
60
Hanako Senuma
National Institute for Educational Policy Research of Japan
Section 6: Understanding Japanese Mathematics Lessons
6.1 How do Japanese Teachers Explain and Structuralize Their Lessons?
64
Yoshinori Shimizu
University of Tsukuba
6.2 How do Japanese Teachers Evaluate Their Students in Their Lessons?
68
Hiroyuki Ninomiya
Ehime University
Chapter 2: Methods and Types of Study Lessons
Section 1: Preparation for Lessons
1.1 Annual Teaching Plan as a Plan for Nurturing Students: How should Annual Teaching Plans be Created to Impart Useful Skills and Creative Ways of Thinking?
74
Yasuhiro Hosomizu
Attached Elementary School of University of Tsukuba
1.2 Teaching Plans in which Questions Continuously Emerge: How to develop lessons in which students says, "Wow, it is really easy to calculate this way!"
78
Yasuhiro Hosomizu
Attached Elementary School of University of Tsukuba
1.3 Developing Creative Teaching Strategies Aimed at Imparting Diverse Ways of Thinking and Fostering Enjoyment of Learning
86
Kozo Tsubota
Attached Elementary School of University of Tsukuba
Section 2: Unique Japanese Lesson Development — Models and Examples
2.1 The Problem-Solving Oriented Teaching Methods and Examples
92
Satoshi Natsusaka
Attached Elementary School of University of Tsukuba
2.2 Discussion-Oriented Teaching Methods and Examples: Discussion-Oriented Lessons for Improving Students' Expressive Skills
102
Hiroshi Tanaka
Attached Elementary School of University of Tsukuba
2.3 Problem-Discovery Oriented Teaching Methods and Examples: What are Problem-Discovery Oriented Lessons?
112
Yoshikazu Yamamoto
Attached Elementary School of University of Tsukuba
Chapter 3: Trends of Research Topics in Japan Society of Mathematical Education
Section 1: Lesson Study in Elementary Schools
1.1 What are the Features of Lesson Study Projects Conducted in Elementary School Mathematics Departments?
124
Tadayuki Kishimoto
Toyama University
Kozo Tsubota
Attached Elementary School of University of Tsukuba
1.2 How Have the Goals of Mathematics Education Changed?
126
Tadayuki Kishimoto
Toyama University
Kozo Tsubota
Attached Elementary School of University of Tsukuba
1.3 How Have Research Trends at the Japan Society of Mathematical Education National Conference Changed?
128
Tadayuki Kishimoto
Toyama University
Kozo Tsubota
Attached Elementary School of University of Tsukuba
Section 2: Lesson Study in Junior High Schools
2.1 The Current Status of Lesson Study in Junior High Schools
130
Yutaka Oneda
Attached Elementary School of University of Tsukuba
2.2 Changes in Curriculum and Class Hours in the New National Course of Study
132
Yutaka Oneda
Attached Elementary School of University of Tsukuba
2.3 Research Trends at the Japan Society of Mathematical Education National Conference
134
Yutaka Oneda
Attached Elementary School of University of Tsukuba
Section 3: Lesson Study in High Schools
3.1 Current Status of Lesson Study in High Schools
136
Kazuhiko Murooka
Ochanomizu University Senior High School
3.2 Changes in the High School Curriculum Based on the National Course of Study
140
Kazuhiko Murooka
Ochanomizu University Senior High School
3.3 Research Trends in the High School at the Japan Society of Mathematical Education (JSME) National Conference
144
Kazuhiko Murooka
Ochanomizu University Senior High School
Chapter 4: Diversity and Variety of Lesson Study
Case 1: Lesson Study as In-school Training
150
Hidenori Tanaka
Makomanai Elementary School
Case 2: A Study of the Class in Training Course for Teachers with Ten Years of Experiences
154
Takaharu Komiya
Ibaraki Teacher Training Center
Case 3: Ties between a University Faculty of Education and Its Attached Schools
156
Hideki Iwasaki
Hiroshima University
Case 4: Curriculum Development at Attached Schools
162
Yutaka Oneda
Attached Elementary School of University of Tsukuba
Case 5: Lesson Study: A Partnership among Education Sites, Boards of Education, and Universities
166
Kazuaki Shimada
Chiba University
Case 6: Lesson Study Associations
174
Izumi Nishitani
Gunma University
Case 7: Lesson Study in Teacher Education Programs: How do Students Become Teachers That Implement Lesson Study?
176
Masami Isoda
University of Tsukuba
Case 8: Lesson Study Project Supported by Ministry of Education Culture, Sports, Science and Technology: How to Effectively Use Computers in Class
180
Yasuyuki Iijima
Aichi University of Education
Chapter 5: International Cooperative Projects
Case 1: International Comparative Classroom Research Project
184
Yoshinori Shimizu
University of Tsukuba
Case 2: Lesson Study in Thailand
188
Maitree Inprasitha
Khon Kaen University
Case 3: Lesson Study in North America
194
Akihiko Takahashi
DePaul University
Case 4: Lesson Study for the Effective Use of Open-Ended Problems
198
Yoshihiko Hashimoto
Yokohama National University
Case 5: Lesson Study in Philippines
202
Shizumi Shimizu
University of Tsukuba
Case 6: Lesson Study in Cambodia
206
Kenji Odani
Aichi University of Education
Case 7: Lesson Study in Laos
210
Noboru Saito
Naruto University of Education
Case 8: Lesson Study in Indonesia
214
Kiyoshi Koseki
Gifu Shotoku Gakuen University
Case 9: Lesson Study in Egypt
216
Kazuyoshi Okubo
Hokkaido University of Education
Case 10: Lesson Study in Kenya
218
Takuya Baba
Hiroshima University
Case 11: Lesson Study in Ghana
222
Minoru Yoshida
Shinshu University
Case 12: Lesson Study in South Africa
226
Katsunori Hattori
Naruto University of Education
Case 13: Lesson Study in Honduras
230
Eiichi Kimura
Tokyo metropolitan Hakuo high school
Appendices
Appendix 1: "Exploring the Unfolding of a Cylinder": A 6th Grade Mathematics Lesson
236
Abraham Arcavi
Department of Science Teaching, Weizmann Institute of Science, Israel
Appendix 2: "New Ways of Calculation": A 3rd Grade Mathematics Lesson
240
Abraham Arcavi
Department of Science Teaching, Weizmann Institute of Science, Israel
Appendix 3: "I Understand What You Want to Say!": A 5th Grade Mathematics Lesson
244
Abraham Arcavi
Department of Science Teaching Weizmann Institute of Science, Israel
Appendix 4: "How Many Blocks?": A 1st Grade Mathematics Lesson
248
Aida Yap
National Institute for Science and Mathematics Education Development, Philippines


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