Seino & Foster, Mathematics in School, Why the details matter.pdf (7.28 MB)
Why the details matter: Learning from Japanese Kyouzai kenkyuu
journal contribution
posted on 2019-11-11, 10:52 authored by Tatsuhiko Seino, Colin FosterColin FosterHave you ever heard someone say, “It’s exactly the same
question, just with different numbers”? Sometimes a
teacher might say this about a practice test or a set of
exercises in a textbook. The implication is that the details
of the numbers make no substantive difference to the
problem. In mathematics task design, careful thought
is not always given to the particular numbers used in
questions; in some circumstances, these might even be
randomly computer-generated. However, in Japanese
mathematics teaching, the numbers used in questions
(and the details in general) are taken extremely seriously.
In this article, we will explain why the details of tasks
matter so much. We will show across four mathematics
topics with different ages of students how the detailed
choices of examples can be critical for students to learn
what is intended.
Funding
Exploring socially distributed professional knowledge for coherent curriculum design
UK Research and Innovation
Find out more...History
School
- Science
Department
- Mathematics Education Centre
Published in
Mathematics in SchoolVolume
48Issue
5Pages
2 - 8Citation
Seino, Tatsuhiko and Foster, Colin (2019). Why the details matter: Learning from Japanese Kyouzai kenkyuu. The Mathematical Association’s Mathematics in School, 48(5), pp. 2-8.Publisher
Mathematical AssociationVersion
- VoR (Version of Record)
Rights holder
© Mathematical AssociationPublisher statement
This paper was originally published by The Mathematical Association: Seino, Tatsuhiko and Foster, Colin (2019). Why the details matter: Learning from Japanese Kyouzai kenkyuu. The Mathematical Association’s Mathematics in School, 48(5), pp. 2-8.Publication date
2019-11-30ISSN
0305-7259Publisher version
Language
- en
Depositor
Dr Colin Foster Deposit date: 10 November 2019Usage metrics
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