The use of carefully planned board work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson

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 a...

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Bibliographic Details
Main Authors: Fay Baldry, Jacqueline Mann, Rachael Horsman, Dai Koiwa, Colin Foster
Format: Default Article
Published: 2022
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Online Access:https://hdl.handle.net/2134/15141246.v1
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