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首页> 外文期刊>Journal of mathematics teacher education >Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of 'practice research' in Japan
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Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of 'practice research' in Japan

机译：分享和记录数学教师知识的地域基础设施：日本“实践研究”案例研究

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摘要

Japanese lesson study was introduced to the West in the late 1990s. Certain widely disseminated publications and classroom videos, and also reports on international surveys of students achievement, led many to consider that Japanese mathematics teaching is highly creative and effective, with lesson study as a main explanatory factor. As a result, substantial efforts have been deployed in many countries to engage mathematics teachers in lesson study. In this paper, we argue that lesson study is but one element of a comprehensive Japanese "infrastructure" for developing teacher knowledge, both personal and shared, and that the functions and workings of any particular element in this infrastructure cannot be fully understood when viewed in isolation. In this paper, we offer a systemic (institutional) analysis of how these "infrastructure" elements interact in crucial ways. Specifically we study two episodes where a teacher's "practice research" is clearly motivated and supported by other infrastructural conditions, such as the possibility to present the outcomes at a regional teacher conference, and in a publication. Moreover, a central prerequisite for the creative part of "lesson planning" is a much more limited activity: the patient study and discussion of mathematical tasks and materials. This activity is also crucially supported by elements of the infrastructure.
机译：在20世纪90年代末，向西引入了日本课程研究。某些广泛传播的出版物和课堂视频，还有关于学生成就的国际调查报告，许多人认为日本数学教学具有高度创造性和有效的，课程研究是一种主要的解释性因素。因此，许多国家在许多国家部署了大量努力，从事数学教师在课程研究中。在本文中，我们认为课程研究是一个用于发展教师知识的全面日本“基础设施”的一个因素，包括个人和共享，并且在观看时，不能完全理解这些基础设施中的任何特定元素的功能和工作隔离。在本文中，我们提供了对这些“基础设施”元素如何以至关重要的方式进行交互的系统性（制度）分析。具体而言，我们研究了两种发布，其中教师的“实践研究”明显受到其他基础设施条件的动力和支持，例如在区域教师会议上以及出版物中展示成果的可能性。此外，为“课程规划”的创意部分的中央先决条件是一个更有限的活动：患者研究和讨论数学任务和材料。该活动也必不可少地由基础设施的要素支持。

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