Describing researchers’ ways of seeing a lesson: As the first work of the cross-cultural study on lesson study between Japan and Thailand<br>Décrire la manière dont les chercheurs voient une leçon: premier travail de l’étude interculturelle sur l’étude des leçons entre le Japon et la Thaïlande

Autores

DOI:

https://doi.org/10.23925/1983-3156.2020v22i4p836-844

Palavras-chave:

Lesson study, Cross-cultural study, Japan and Thailand

Resumo

Abstract

This research is the first work of the project of cross-cultural study on lesson study between Japan and Thailand. Lesson study is currently an international topic, and we use “lesson study” as a common word. However, are the meanings of each terminology in diverse languages as same completely? Our initial concern is in this point. For this, we observe lesson on video and make comment-reports on it in each. In analyzing these comments, it is required a meta theory for descriptions. In this research, we describe the researchers ways of seeing a lesson using the Anthropological Theory of the Didactic [ATD or TAD in French and Spanish]. In conclusion, we discuss similarities and discrepancies between researchers’ comments of both countries in terms of a) praxis and logos blocks, b) mathematical and didactic organization, and c) the perspective of scale of levels of didactic co-determinacy [LDC].

Keywords: Lesson study; Cross-cultural study; Japan and Thailand

Résumé

Cette recherche est le premier travail du projet d’étude interculturelle sur l’étude de la leçon entre le Japon et la Thaïlande. L’étude de la leçon est actuellement un sujet international, et nous utilisons la « lesson study » comme un mot commun. Cependant, les significations de chaque terminologie dans diverses langues sont-elles identiques? Notre préoccupation initiale concerne ce point. Pour cela, nous observons une leçon sur la vidéo et faisons des commentaires sur chacune d’elles. En analysant ces commentaires, il faut une méta-théorie pour les descriptions. Dans cette recherche, nous décrivons les chercheurs pour voir une leçon en utilisant TAD. En conclusion, nous discutons des similitudes et des divergences entre les commentaires des chercheurs des deux pays en termes de blocs de praxis et logos, b) l’organisation mathématique et didactique, et c) la perspective des niveaux de la codétermination didactique.

Mots-clés: Étude de cours, Étude interculturelle, Japon et Thaïlande

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Biografia do Autor

Tatsuya Mizoguchi, Tottori University

Tottori University

Maitree Inprasitha, Khon Kaen University (Thailand)

Khon Kaen University (Thailand)

Narumon Changsri, Khon Kaen University (Thailand)

Khon Kaen University (Thailand)

Yusuke Shinno, Hiroshima University (Japan)

 Hiroshima University (Japan)

Referências

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Arani, M. R. S., Shibata, Y., Lee, K-E. C., Kuno, H., Matoba, M., Lean, F. L. & Yeo, J. (2014). Reorienting the cultural script of teaching: cross cultural analysis of a science lesson. International Journal for Lesson and Learning Studies, 3(3), 215-235.

Arani, M. R. S., Shibata, Y., Sakamoto, M., Iksan, Z., Amirullah, A. H. & Lander, B. (2017). How teachers respond to students' mistakes in lessons: A cross-cultural analysis of a mathematics lesson. International Journal for Lesson and Learning Studies, 6(3), 249-267.

Bosch, M. & Gascón, J. (2006). 25 years of the Didactic Transposition. Bulletin of the International Commission on Mathematical Instruction 58, 51-65.

Chevallard, Y. (in press). Introducing the anthropological theory of the didactic: An attempt at a principled approach. Hiroshima Journal of Mathematics Education.

Clivaz, S. (2015). French Didactique des Mathématiques and Lesson Study: a profitable dialogue?. International Journal for Lesson and Learning Studies, 4(3), 245-260.

Kadroon, T. & Inprasitha, M. (2013). Professional Development of Mathematics Teachers with Lesson Study and Open Approach: The Process for Changing Teachers Values about Teaching Mathematics. Psychology, 4(2), 101-105.

Lewis, C. & Takahashi, A. (2013). Facilitating curriculum reforms through lesson study. International Journal for Lesson and Learning Studies, 2(3), 207-217.

Miyakawa, T. & Winsløw, C. (2013). Developing mathematics teacher knowledge: The paradidactic infrastructure of “open lesson” in Japan. Journal of Mathematics Teacher Education, 16(3), 185–209.

Rasmussen, K. (2016). Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection. Journal of Mathematics Teacher Education, 19(4), 301–324.

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Publicado

2020-09-15

Edição

Seção

Finalizada - Volume 22 - 4 - Advances of the anthropological theory of the didactic