scholarly journals Japanese Lesson Study for Introduction of Multiplication

2020 ◽  
pp. 103-131
Author(s):  
Raimundo Olfos ◽  
Masami Isoda
Keyword(s):  
Lesson Study ◽  
Mathematics Curriculum ◽  
Mathematical Thinking ◽  
Link Type ◽  
Making Sense ◽  
Good Exemplar ◽  
Before And After ◽  
Unique Definition ◽  
Definition Of ◽  
Curriculum Reforms

AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.

scholarly journals Making sense of international variations in lesson study and lesson study-like practices

2018 ◽  
Vol 7 (3) ◽  
pp. 201-216 ◽  
Author(s):  
Brahm Norwich
Keyword(s):  
Conceptual Framework ◽  
Professional Learning ◽  
Lesson Study ◽  
Learning Approaches ◽  
Content Type ◽  
Group Problem Solving ◽  
Making Sense ◽  
Learning Practices ◽  
Learning Development ◽  
Definition Of

Purpose The purpose of this paper is to examine variations within lesson study (LS) practices and their connections with related traditions: teacher research/enquiry approaches, professional development models, professional learning communities and group problem-solving approaches. Questions are addressed about the relationships between different professional learning approaches in terms of definitions and frameworks. Design/methodology/approach Academic databases and website sources were searched in a purposive way to identify 20 practices associated with these traditions for comparative analysis. Findings A conceptual framework consisting of eight dimensions was constructed to account for the variations within and between these professional learning traditions: for instance, about the settings in which the practices take place, the purposes of the practices and the specific procedures involved. By illustrating how specific practices fitted within this framework it is concluded that the variations within the LS tradition are wide enough to make it difficult to identify a set of necessary and sufficient features of LS to distinguish LS practices from the other non-LS professional learning practices. Reasons are also given for considering whether a polythetic type of definition of professional learning/development practices might be constructed. Research limitations/implications The possibility for a more systematic review of professional learning approaches for the construction of a conceptual framework is discussed. Practical implications Ways in which this kind of conceptualisation can be useful in promoting clarity about professional learning practices and in developing these practices are discussed. Originality/value The originality of this paper lies in the construction of a conceptual framework to analyse similarities and differences within and between various professional learning traditions.

scholarly journals The Teaching of Multidigit Multiplication in the Japanese Approach

2020 ◽  
pp. 155-195
Author(s):  
Masami Isoda ◽  
Raimundo Olfos ◽  
Takeshi Noine
Keyword(s):  
The Netherlands ◽  
Lesson Study ◽  
Lesson Plan ◽  
Multiplication Table ◽  
Single Digit ◽  
Value System ◽  
Link Type ◽  
School Based ◽  
Distributive Law ◽  
Definition Of

AbstractMultidigit multiplication in vertical form uses the idea of the distributive law such as 27 × 3 = (20 + 7) × 3 = 20 × 3 + 7 × 3 for using a multiplication table under the base ten place value system. Multiplication in vertical form is not simply repeated addition such as 27 + 27 + 27. In this meaning, through the extension of multiplication from single digit to multidigit by use of vertical form with a multiplication table, students have to integrate their knowledge on the base ten system with the definition of multiplication by measurement (a group of groups; see Chaps. 10.1007/978-3-030-28561-6_3, 10.1007/978-3-030-28561-6_4, 10.1007/978-3-030-28561-6_5, and 10.1007/978-3-030-28561-6_6 of this book) and so on. How does the Japanese approach enable students to develop multiplication in vertical form by and for themselves based on their learned knowledge?This chapter illustrates this process as follows. Firstly, the diversity of multiplication in vertical form is explained in relation to the multiplier and multiplicand, and the Japanese approach in comparison with other countries such as Chile and the Netherlands is clearly illustrated. Secondly, how a Japanese teacher enables students to develop multiplication in vertical form beyond repeated addition is explained with an exemplar of lesson study. Thirdly, the exemplar illustrates a full-speck lesson plan under school-based lesson study which demonstrates how Japanese teachers try to develop students who learn mathematics by and for themselves including learning how to learn (see Chap. 1). Fourthly, it explains the process to extend multiplication in vertical form to multidigit numbers by referring to Gakko Tosho textbooks.

A case for multiple views of function in design based on a common definition

2013 ◽  
Vol 27 (3) ◽  
pp. 271-279 ◽  
Author(s):  
Amaresh Chakrabarti ◽  
V. Srinivasan ◽  
B.S.C. Ranjan ◽  
Udo Lindemann
Keyword(s):  
State Change ◽  
Multiple Views ◽  
System Environment ◽  
Common Definition ◽  
Effect Model ◽  
Before And After ◽  
Definition Of

AbstractFunctions are important in designing. However, several issues hinder progress with the understanding and usage of functions: lack of a clear and overarching definition of function, lack of overall justifications for the inevitability of the multiple views of function, and scarcity of systematic attempts to relate these views with one another. To help resolve these, the objectives of this research are to propose a common definition of function that underlies the multiple views in literature and to identify and validate the views of function that are logically justified to be present in designing. Function is defined as a change intended by designers between two scenarios: before and after the introduction of the design. A framework is proposed that comprises the above definition of function and an empirically validated model of designing, extended generate, evaluate, modify, and select of state-change, and an action, part, phenomenon, input, organ, and effect model of causality (Known as GEMS of SAPPhIRE), comprising the views of activity, outcome, requirement–solution–information, and system–environment. The framework is used to identify the logically possible views of function in the context of designing and is validated by comparing these with the views of function in the literature. Describing the different views of function using the proposed framework should enable comparisons and determine relationships among the various views, leading to better understanding and usage of functions in designing.

The Meaning of Pain and the Pain of Meaning: A Bio-Hermeneutical Inquiry

2021 ◽  
Vol 90 ◽  
pp. 215-234
Author(s):  
Teodora Manea
Keyword(s):  
The Body ◽  
Main Interest ◽  
Main Approach ◽  
Memento Mori ◽  
Finding Meaning ◽  
Pace Of Life ◽  
Before And After ◽  
Definition Of

AbstractMy main interest here is to look at pain as a sign of the body that something is wrong. I will argue that there is a meaning of pain before and after an illness is diagnosed. An illness contains its own semantic paradigm, but the pain before the diagnosis affects the pace of life, not only by limiting our interactions, but also as a struggle with its meaning and a reminder of mortality.My main approach is what I call bio-hermeneutics, an extension of medical hermeneutics branching out from the Continental hermeneutical tradition. As such, I will explore the connection between pain and language, temporality, dialectics, and ontology. Given the centrality of language in constructing the meaning of pain, my analysis is informed by the semantics (looking at pain metaphors), syntax (pain as incoherence), and pragmatics (pain as companion) of expressing pain.The last section explores the meaning of pain in connection with death, as memento mori. Revisiting an old definition of philosophy as melete thanatou, or ‘rehearsal of death’, I will reflect on the difficulty of finding meaning not only for pain, but also for death as cessation of all existential possibilities.

Making sense of continuous development of digital infrastructures

2021 ◽  
pp. 026839622110466
Author(s):  
Karen Osmundsen ◽  
Bendik Bygstad
Keyword(s):  
Research Question ◽  
Sense Making ◽  
Interaction Patterns ◽  
Longitudinal Case Study ◽  
Learning And Development ◽  
Continuous Development ◽  
Organizational Contexts ◽  
Making Sense ◽  
Digital Infrastructure ◽  
Definition Of

Continuous development extends the agile approach and focuses on bringing valuable services to users with the aim of achieving a continuous flow of learning and development in short cycles. The objective of this work is to theorize the idea of continuous development in the context of digital infrastructure evolution and explore the organizational interactions underlying continuous development. By drawing on literature on digital infrastructure theory and continuous development as it has emerged as an idea from the DevOps thinking expanded from agile, we outline main characteristics of continuous development and propose a theoretical definition of continuous development in organizational contexts. Then, in answering our research question “which patterns of interactions can be identified in the continuous development of digital infrastructures?”, we conducted a longitudinal case study at a Norwegian grid company and explored how a specific digital infrastructure evolved through continuous development. We identified generic interaction patterns with two cycles of sense-giving and sense-making between organizational actors, enabling the continuous development of the digital infrastructure. Our findings and model of interaction patterns offer a nuanced perspective on both digital infrastructure evolution and established views of sense-making and sense-giving mechanisms, as well as new ways to think about digitalization in incumbent firms.

scholarly journals The level of the skills of scientific thinking and mathematical thinking among the students of the primary stage: مستوى مهارات التفكير العلمي والتفكير الرياضي لدى طالبات المرحلة الإبتدائية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Ilham Bent Ali Al Shalabi ◽  
Shatha bint Ahmed Al Khalifa
Keyword(s):  
School Environment ◽  
Mathematics Curriculum ◽  
Mathematical Thinking ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Primary Stage ◽  
Sixth Grade Students ◽  
Training Courses ◽  
And Mathematics

The purpose of this study was to know the level of scientific thinking skills and the level of mathematical thinking skills. Is there a correlation between the skills of scientific thinking and the mathematical thinking skills of sixth grade students? A study was used to measure the level of scientific and athletic thinking skills. The sample consisted of 455 sixth grade students The total number of female students was 29,680. The descriptive descriptive approach was used to find the relationship between the level of the skills of scientific thinking and mathematical thinking. The most important results of the study were that the level of scientific and sports thinking skills was medium And the level of skills of mathematical thinking, as the higher the level of scientific thinking skills, the higher the level of mathematical thinking skills among students in the sixth grade of primary The study presented several recommendations, the most important of which are the holding of training courses for teachers during the service to train them to employ thinking and skills and train teachers to design scientific positions and implants within the curriculum and address the weakness and lack of thinking skills that appear during teaching and the development of teachers Wu The most important proposals of the study are the study of the auxiliary aspects and the obstacles to the teaching of thinking in the school environment, the extent to which teachers are aware of the skills of thinking and whether they are integrated and taught through teaching, analysis of the content of science and mathematics curriculum developed for the primary stage to learn Availability of basic thinking skills in curricula.

scholarly journals The effect of microteaching lesson study on the beliefs of EFL student teachers

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Fitri Budi Suryani ◽  
Rismiyanto Rismiyanto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Lesson Study ◽  
Influential Factors ◽  
Education Programs ◽  
Teaching Experiences ◽  
Teachers Beliefs ◽  
Fertile Ground ◽  
Before And After

Microteaching lesson study, that is a variation of lesson study applied by student teachers in microteaching course, provides the environment for EFL student teachers to collaborate, engage, and reflect on their ideas, beliefs, and teaching experiences. Such condition is a fertile ground that enables the student teachers' beliefs of language learning to change. Recent studies show that some education programs have changed the beliefs of student teachers. However, no studies have discussed the changes of beliefs of English as a Foreign Language (EFL) student teachers experienced in microteaching lesson study. This present study aims to investigate the effect of microteaching lesson study on EFL student teachers� beliefs. The data were collected using a questionnaire on Beliefs About Language Learning Inventory (BALLI) adapted from Horwitz administered before and after microteaching lesson study. The participants were the EFL student teachers enrolling in a microteaching lesson study class at Universitas Muria Kudus. The study reveals that the beliefs of EFL student teachers did not change significantly after they experienced microteaching lesson study. Time seems to be one of the most influential factors in hindering the changes of beliefs of the EFL student teachers. Therefore, this study suggests that EFL student teachers be given more time to practise teaching in the microteaching course.

scholarly journals Serotypes and antibiotic susceptibility profile of Streptococcus pneumoniae isolated from nasopharynges of children infected with HIV in Jakarta, Indonesia, pre- and post-pneumococcal vaccination

2021 ◽  
Author(s):  
Dina Muktiarti ◽  
Miftahuddin Majid Khoeri ◽  
Wisnu Tafroji ◽  
Lia Waslia ◽  
Dodi Safari
Keyword(s):  
Antibiotic Susceptibility ◽  
Type Species ◽  
Pneumococcal Vaccination ◽  
Nasopharyngeal Swab ◽  
Post Vaccination ◽  
Content Type ◽  
Link Type ◽  
Vaccine Type ◽  
Before And After ◽  
Type Strains

The aim of this prospective study was to investigate the serotypes and antibiotic susceptibility of S. pneumoniae carried by children infected with HIV before and after vaccination with the seven-valent pneumococcal conjugate vaccine in Jakarta, Indonesia in 2013. We collected nasopharyngeal swab specimens from 52 children pre-vaccination and 6 months post-vaccination. Serotyping was performed by conventional multiplex polymerase chain reaction and Quellung reaction. The antibiotic susceptibility profile was obtained by disc diffusion. We determined that 27 (52%) and 24 (46%) of the 52 children carried S. pneumoniae during pre- and post-vaccination periods, respectively with the majority of the isolates being non-vaccine type strains (85% pre-vaccination and 75% post-vaccination). Serotypes 34, 6C, and 16F (two strains each) were the most commonly identified serotypes at pre-vaccination. Serotypes 23A (three strains) and 19F (two strains) were the most commonly identified serotypes post-vaccination. In general, isolates were most commonly susceptible to chloramphenicol (88%) and clindamycin (88%), followed by erythromycin (84%), trimethoprim-sulphamethoxazole (69%), tetracycline (61%), and penicillin (59%). In conclusion, serotypes of S. pneumoniae isolated from the nasopharynges of children infected with HIV varied and were more likely to be non-vaccine type strains both before and after vaccination.

scholarly journals ON CHILD’S RIGHTS BEFORE AND AFTER BIRTH

2021 ◽  
Vol 2 ◽  
pp. 24-28
Author(s):  
Aleksandr V. Fioshin ◽  
Keyword(s):  
Before And After ◽  
Definition Of ◽  
The Right ◽  
Abuse Of Law

The article is devoted to the issues of the unborn child’s rights and the abuse of the rights of children born. Examples of various legal orders protecting the life of a child before birth are given. The issue of the need to protect unborn children in the national doctrine is analyzed. The author’s definition of abuse of law in family legal relations is proposed. The abuse of the right by the child is characterized.

Sign in / Sign up

Export Citation Format

Share Document