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Teaching Multiplication with Lesson Study

Teaching Multiplication with Lesson Study


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International Edition


About the Book

Foreword

Preface

1 Introduction: Japanese theories and overview of chapters

Part I Multiplication of Whole Numbers in Japan Comparing with other Countries

2 The Multiplication of Whole Numbers in the Curriculum: Singapore, Japan, Portugal, USA, Mexico, Brazil and Chile


3 Problematics for Conceptualization of Multiplication


4 Introduction of Multiplication and its Extension: How do Japanese Introduce and Extend?

5 Japanese Lesson study for Introduction of Multiplication

6 Teaching the Multiplication Table and Its Properties for Learning How to Learn

7 The Teaching of the Multi-digit Multiplication in the Japanese Approach

Part II Ibero and Ibero-American contributions for the teaching of multiplication

8. An Ethnomathematical Look at the Question of the Idea of Multiplying

9 "Necklaces" A Didactic Sequence for Missing Value Proportionality Problems

10 Building opportunities for learning multiplication

11 Can We Explain Students' Failure in Learning Multiplication?


About the Author: Masami Isoda, PhD, is a professor of the School of Human Sciences at the University of Tsukuba, Japan, where he is also the director of the Center for Research on International Cooperation in Educational Development. He has been a co-project overseer (representative) of the APEC Lesson Study Project (since 2006) and has been working internationally and nationally for innovation in mathematics education. His contributions have earned him the following awards: Honorary Professor by USIL, Peru (2014); Honorary PhD by KKU, Thailand (2011); Most Beautiful Book of the Year 2009 in the Area of Natural Science by Japan Publisher Association (2010); Best Software in Education by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan (2005). His PhD thesis title is "Mathematization for Mathematics Education: an extension of the theory of Hans Freudenthal applying the representation theory of Masami Isoda with demonstration of levels of function up to calculus." He has established the theories of teaching approach such as the planning for argumentation in classroom using the theory of the conceptual and procedural knowledge in mathematics.
Raimundo Olfos, PhD, is an associated professor of the Mathematics Institute of the School of Sciences at the Pontifical Catholic University of Valparaíso, Chile, where he is a teacher of the graduate program in Mathematics Didactics. As an assessor for public policies he has contributed to the ministries of Education in Chile and Peru. As a researcher he has published more than 30 papers and authored 5 books. His main research interests are curriculum development and assessment in mathematics education, and he leads communities of Lesson Study Groups in Chile and Colombia.


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Product Details
  • ISBN-13: 9783030285609
  • Publisher: Vice Rectoria de Investigacion y Estudios Avanzados Ediciones Universitarias de Valparaiso Pontif
  • Publisher Imprint: Springer
  • Height: 234 mm
  • No of Pages: 296
  • Spine Width: 19 mm
  • Weight: 671 gr
  • ISBN-10: 303028560X
  • Publisher Date: 24 Nov 2020
  • Binding: Hardback
  • Language: English
  • Returnable: Y
  • Sub Title: Japanese and Ibero-American Theories for International Mathematics Education
  • Width: 156 mm


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