Are There Any Places That Students Use Their Heads? Principles of High-Quality Japanese Mathematics Instruction
Douglas L. Corey, Blake E. Peterson, Benjamin Merrill Lewis and Jared Bukarau
November 2010, Volume 41, Issue 5, Page 438
Previous research gives evidence that Japanese mathematics teachers “may have a more detailed and widely shared theory about how to teach effectively” when compared to their U.S. counterparts (Jacobs & Morita, 2002). This study explores the conceptions and cultural scripts of a group of Japanese mathematics teachers by analyzing the conversations between cooperating teachers and student teachers.
Linking Research and Practice
Teacher in Training / Preservice Teacher
Equity / Diversity / Special Needs