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Direct linkMitsui Arai; Takuya Baba – Journal of Science and Mathematics Education in Southeast Asia, 2023
This study aims to develop a conceptual framework regarding practitioner knowledge and describe how one mathematics teacher generates her practitioner knowledge based on the framework. The characteristic of this framework is a combination of static and dynamic aspects of knowledge based on the teacher's perception and interpretation. The research…
Descriptors: Foreign Countries, Teaching Methods, Mathematics Instruction, Multiplication
Rasmussen, Klaus; Isoda, Masami – Research in Mathematics Education, 2019
This paper deals with the nature of teaching mathematical thinking and presents a case study of a single Japanese lesson where the characteristics of mathematical thinking and the teaching thereof are identified in relation to multiplication. The raison d'être for this teaching is questioned and investigated by looking at how multiplication is…
Descriptors: Foreign Countries, Mathematics Instruction, Elementary School Mathematics, Elementary School Students
Lin, Cheng-Yao – Mathematics Teaching in the Middle School, 2007
This article describes a number of multiplication algorithms from different cultures around the world: Hindu, Egyptian, Russian, Japanese, and Chinese. Students can learn these algorithms and better understand the operation and properties of multiplication.
Descriptors: Multicultural Education, Teaching Methods, Mathematics Instruction, Foreign Countries
Peer reviewedMousley, Judy – Australian Primary Mathematics Classroom, 2000
Describes a technique from Japan, the lesson study, where teachers study ways of teaching one lesson for several hours while focussing on the concepts of multiplication and division. (ASK)
Descriptors: Division, Elementary Education, Foreign Countries, Mathematics Instruction
