Masami Isoda – författare

This open access book is intended to assist teachers, teacher trainers, curriculum designers, editors and authors of textbooks in developing strategies to teach the multiplication of natural numbers based on the experience of the Lesson Study in Japan. This approach to mathematics education dates back to the 1870s and reconciles the emphasis on problem solving with the treatment of the curricular contents. It has gained international recognition since the 1990s and thanks to it mathematics education in Japan has been recognized as one of the most efficient and innovative in the world.This growing international awareness has led to an effort to apply the principles of Lesson Study to other parts of the world and this book shows how experienced authors from Brazil, Chile, Mexico, Spain and Portugal have worked to adapt some of these methods and techniques to the Portuguese and Spanish speaking countries of Ibero-America. Drawing on the impact of Lesson Studyon government curriculum decisions and teacher behavior in Japanese classrooms; offering examples of lessons, lesson plans and suggestions for teaching; and presenting examples of the good reception of the principles of Lesson Study in Ibero-America, Teaching Multiplication with Lesson Study – Japanese and Ibero-American Theories for Mathematics Education shows how an efficient and cutting-edge experience in mathematics education can travel the world and help teachers in many different countries.

This open access book is intended to assist teachers, teacher trainers, curriculum designers, editors and authors of textbooks in developing strategies to teach the multiplication of natural numbers based on the experience of the Lesson Study in Japan. This approach to mathematics education dates back to the 1870s and reconciles the emphasis on problem solving with the treatment of the curricular contents. It has gained international recognition since the 1990s and thanks to it mathematics education in Japan has been recognized as one of the most efficient and innovative in the world.This growing international awareness has led to an effort to apply the principles of Lesson Study to other parts of the world and this book shows how experienced authors from Brazil, Chile, Mexico, Spain and Portugal have worked to adapt some of these methods and techniques to the Portuguese and Spanish speaking countries of Ibero-America. Drawing on the impact of Lesson Studyon government curriculum decisions and teacher behavior in Japanese classrooms; offering examples of lessons, lesson plans and suggestions for teaching; and presenting examples of the good reception of the principles of Lesson Study in Ibero-America, Teaching Multiplication with Lesson Study – Japanese and Ibero-American Theories for Mathematics Education shows how an efficient and cutting-edge experience in mathematics education can travel the world and help teachers in many different countries.

In Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler's conclusions from various videotape research studies of mathematics teaching: “The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge”. Japanese Lesson Study has proved to be one successful means.This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints of Japanese educators who have been engaging in lesson study in mathematics for professional development and curriculum implementation. This book also illustrates several projects related to lesson study in other countries.

In Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler's conclusions from various videotape research studies of mathematics teaching: “The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge”. Japanese Lesson Study has proved to be one successful means.This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints of Japanese educators who have been engaging in lesson study in mathematics for professional development and curriculum implementation. This book also illustrates several projects related to lesson study in other countries.

The art of origami, or paper folding, is carried out using a square piece of paper to obtain attractive figures of animals, flowers or other familiar figures. It is easy to see that origami has links with geometry. Creases and edges represent lines, intersecting creases and edges make angles, while the intersections themselves represent points. Because of its manipulative and experiential nature, origami could become an effective context for the learning and teaching of geometry.In this unique and original book, origami is an object of mathematical exploration. The activities in this book differ from ordinary origami in that no figures of objects result. Rather, they lead the reader to study the effects of the folding and seek patterns. The experimental approach that characterizes much of science activity can be recognized throughout the book, as the manipulative nature of origami allows much experimenting, comparing, visualizing, discovering and conjecturing.The reader is encouraged to fill in all the proofs, for his/her own satisfaction and for the sake of mathematical completeness. Thus, this book provides a useful, alternative approach for reinforcing and applying the theorems of high school mathematics.

The art of origami, or paper folding, is carried out using a square piece of paper to obtain attractive figures of animals, flowers or other familiar figures. It is easy to see that origami has links with geometry. Creases and edges represent lines, intersecting creases and edges make angles, while the intersections themselves represent points. Because of its manipulative and experiential nature, origami could become an effective context for the learning and teaching of geometry.In this unique and original book, origami is an object of mathematical exploration. The activities in this book differ from ordinary origami in that no figures of objects result. Rather, they lead the reader to study the effects of the folding and seek patterns. The experimental approach that characterizes much of science activity can be recognized throughout the book, as the manipulative nature of origami allows much experimenting, comparing, visualizing, discovering and conjecturing.The reader is encouraged to fill in all the proofs, for his/her own satisfaction and for the sake of mathematical completeness. Thus, this book provides a useful, alternative approach for reinforcing and applying the theorems of high school mathematics.

Classroom Innovations through Lesson Study is an APEC EDNET (Asia-Pacific Economic Cooperation Education Network) project that aims to improve the quality of education in the area of mathematics. This book includes challenges of lesson study implementation from members of the APEC economies.Lesson study is one of the best ways to improve the quality of teaching. It is a model approach for improvement of teacher education across the globe. This book focuses on mathematics education, teacher education, and curriculum implementation and reforms.

Classroom Innovations through Lesson Study is an APEC EDNET (Asia-Pacific Economic Cooperation Education Network) project that aims to improve the quality of education in the area of mathematics. This book includes challenges of lesson study implementation from members of the APEC economies.Lesson study is one of the best ways to improve the quality of teaching. It is a model approach for improvement of teacher education across the globe. This book focuses on mathematics education, teacher education, and curriculum implementation and reforms.

Developing mathematical thinking is one of major aims of mathematics education. In mathematics education research, there are a number of researches which describe what it is and how we can observe in experimental research. However, teachers have difficulties to develope it in the classrooms. This book is the result of lesson studies over the past 50 years. It describes three perspectives of mathematical thinking: Mathematical Attitude (Minds set), Mathematical Methods in General and Mathematical Ideas with Content and explains how to develop them in the classroom with illuminating examples.