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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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| Main Authors: | , , , , |
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| Format: | Default Article |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/15141246.v1 |
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