Comparing the Lower Secondary Textbooks of Japan and England: A Praxeological Analysis of Symmetry and Transformations in Geometry

Autor/inn/en	Takeuchi, Haruka; Shinno, Yusuke
Titel	Comparing the Lower Secondary Textbooks of Japan and England: A Praxeological Analysis of Symmetry and Transformations in Geometry
Quelle	In: International Journal of Science and Mathematics Education, 18 (2020) 4, S.791-810 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shinno, Yusuke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-019-09982-3
Schlagwörter	Foreign Countries; Comparative Education; Secondary School Mathematics; Secondary School Students; Textbook Content; Geometric Concepts; Mathematics Instruction; Mathematical Logic; Praxis; Mathematics Education; Japan; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Sekundarschüler; Lehrbuchtext; Elementare Geometrie; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Mathematische Bildung
Abstract	This study is aimed at comparing the content in mathematics textbooks from Japan and England, focusing on symmetry and transformations at the lower secondary level. We adopted the concept of praxeology, a main construct of the Anthropological Theory of the Didactic (ATD). Using the ATD framework, our approach regarded textbooks as an empirical source which can reveal knowledge to be taught in the didactic transposition process. The praxeological analysis results indicated that symmetry and transformations in the Japanese textbooks were strongly influenced by the teaching of geometric proofs, while transformations in the textbooks from England had many connections to other contexts or contents across domains. These findings suggested the ways in which the knowledge of symmetry and transformations is differently situated in the two countries' textbooks in terms of different praxeological organisations. We further discussed our findings for elaborating the theoretical and methodological aspects of this study, which can potentially contribute to future research on textbooks in mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01