Teaching Multiplication with Lesson Study | Japanese and Ibero-American Theories for International Mathematics Education. Cet article n’est pas disponible.Teaching Multiplication with Lesson Study | Japanese and Ibero-American Theories for International Mathematics Education

Shows how teachers can apply the principles of Japanese Lesson Study to teach the multiplication of natural numbers
Presents an approach to mathematics education that reconciles the emphasis on problem solving with the treatment of the curricular contents
Provides examples of how a method developed in Japan can be adapted to different cultural contexts, such as the Portuguese and Spanish speaking countries of Ibero-America

Masami Isoda, PhD, is a professor of the School of Human Sciences at the University of Tsukuba, Japan, where he is also the director of the Center for Research on International Cooperation in Educational Development. He has been a co-project overseer (representative) of the APEC Lesson Study Project (since 2006) and has been working internationally and nationally for innovation in mathematics education. His contributions have earned him the following awards: Honorary Professor by USIL, Peru (2014); Honorary PhD by KKU, Thailand (2011); Most Beautiful Book of the Year 2009 in the Area of Natural Science by Japan Publisher Association (2010); Best Software in Education by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan (2005). His PhD thesis title is "Mathematization for Mathematics Education: an extension of the theory of Hans Freudenthal applying the representation theory of Masami Isoda with demonstration of levels of function up to calculus." He has established the theories of teaching approach such as the planning for argumentation in classroom using the theory of the conceptual and procedural knowledge in mathematics.
Raimundo Olfos, PhD, is an associated professor of the Mathematics Institute of the School of Sciences at the Pontifical Catholic University of Valparaíso, Chile, where he is a teacher of the graduate program in Mathematics Didactics. As an assessor for public policies he has contributed to the ministries of Education in Chile and Peru. As a researcher he has published more than 30 papers and authored 5 books. His main research interests are curriculum development and assessment in mathematics education, and he leads communities of Lesson Study Groups in Chile and Colombia.