Construction zone for the understanding of simultaneous equations: An analysis of one Japanese teacher's strategy of reflecting on a task in a lesson sequence

Algebra Teaching around the World

Volumn , Issue , 2014, Pages 113-127

  Ohtani, Minoru ^a  

^a KANAZAWA UNIVERSITY   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84976442939     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-6209-707-0     Document Type: Chapter

References (11)

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3. Clarke, D. (2006). The LPS research design. In D. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics classrooms in twelve countries (pp. 15-29). Rotterdam, The Netherlands: Sense Publishers.
4. Mehan, H. (1978). Learning lessons: Social organization in the classroom. Harvard University Press.
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9. Sekiguchi, Y. (2006). Coherence of mathematics lessons in Japanese eighth-grade classroom. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th conference of the international group for the psychology of mathematics education (Vol. 5, pp. 81-88). Prague: PME.
10. Shimizu, Y. (2007). Explicit linking in the sequence of consecutive lessons in mathematics classroom in Japan. In Jeong-Ho Woo et al. (Eds.), Proceedings of the 31st conference of the international group for the psychology of mathematics education (Vol. 4, pp. 177-184). Seoul: PME.
11. Vygotskii, L. S. (1982). Myshlenie i rech': Psikhologicheskie issredovaniya. Sobranie sochinenii. Tom vtoroi. Porblemy obshchei pshikhologii (Thinking and speech: Psychological investigation. Collected works. Vol. 2. Problems of General Psychology). c. 5-361. Moskva: Izdatel'stvo Pedagogika.