Menu
Menu

Menu do Portal GEPEMA

The Use of Carefully Planned Board Work to Support the Productive Discussion of Multiple Student Responses in a Japanese Problem-Solving Lesson

Artigo2023

Fay Baldry; Jacqueline Mann; Rachael Horsman; Dai Koiwa; Colin Foster

Metadados apenas Página oficial: The Use of Carefully Planned Board Work to Support the Productive Discussion of Multiple Student Responses in a Japanese Problem-Solving Lesson (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.

Resumo

In this paper, we analyse a grade 8 (age 13-14) Japanese problem-solving lesson involving angles associated with parallel lines, taught by a highly regarded, expert Japanese mathematics teacher. The focus of our observation was on how the teacher used carefully planned board work to support a rich and extensive plenary discussion (neriage) in which he shifted the focus from individual mathematical solutions to generalised properties. By comparing the teacher's detailed prior planning of the board work (bansho) with that which he produced during the lesson, we distinguish between aspects of the lesson that he considered essential and those he treated as contingent. Our analysis reveals how the careful planning of the board work enabled the teacher to be free to explore with the students the multiple alternative solution methods that they had produced, while at the same time having a clear overall purpose relating to how angle properties can be used to find additional solution methods. We outline how these findings from within the strong tradition of the Japanese problem-solving lesson might inform research and teaching practice outside of Japan, where a deep heritage of "bansho" and "neriage" is not present. In particular, we highlight three prominent features of this teacher's practice: the detailed lesson planning in which particular solutions were prioritised for discussion; the considerable amount of time given over to student generation and comparison of alternative solutions; and the ways in which the teacher's use of the board was seen to support the richness of the mathematical discussions.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Teacher Education
Ano
2023
Idioma
en
Palavras-chave
Problem Solving; Grade 8; Lesson Plans; Mathematics Teachers; Comparative Analysis; Geometry; Teaching Methods; Group Discussion; Student Attitudes; Specialists; Pedagogical Content Knowledge; Foreign Countries
Temas
Geometria, Práticas Pedagógicas, Resolução de Problemas
ISSN
1386-4416
Acesso
Metadados apenas
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BALDRY, Fay et al.. The Use of Carefully Planned Board Work to Support the Productive Discussion of Multiple Student Responses in a Japanese Problem-Solving Lesson. Journal of Mathematics Teacher Education, 2023. Disponível em: http://dx.doi.org/10.1007/s10857-021-09511-6. Acesso em: 5 nov. 2026.

APA

Baldry, F., Mann, J., Horsman, R., Koiwa, D., & Foster, C. (2023). The Use of Carefully Planned Board Work to Support the Productive Discussion of Multiple Student Responses in a Japanese Problem-Solving Lesson. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-021-09511-6

BibTeX
@article{baldry2023,
  author = {Baldry, Fay and Mann, Jacqueline and Horsman, Rachael and Koiwa, Dai and Foster, Colin},
  title = {The Use of Carefully Planned Board Work to Support the Productive Discussion of Multiple Student Responses in a Japanese Problem-Solving Lesson},
  year = {2023},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-021-09511-6},
  language = {en}
}
RIS
TY  - JOUR
AU  - Baldry, Fay
AU  - Mann, Jacqueline
AU  - Horsman, Rachael
AU  - Koiwa, Dai
AU  - Foster, Colin
TI  - The Use of Carefully Planned Board Work to Support the Productive Discussion of Multiple Student Responses in a Japanese Problem-Solving Lesson
PY  - 2023
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-021-09511-6
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal