Task Sequence of Japanese Problem Solving Approach: Designing obstacles in the extension process of knowledge – Københavns Universitet

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Task Sequence of Japanese Problem Solving Approach: Designing obstacles in the extension process of knowledge

Speaker:

Professor Masami Isoda, U. of Tsukuba, Japan

Abstract: 

The notions of conceptual and procedural knowledge (Hiebert, 1996) is used in analytical frameworks for conceptual development and reasoning of a student. However, Masami Isoda applied (since 1989) the framework for explaining and developing task-sequences in classroom based on the Japanese Problem Solving Approach, in the process of the development of mathematics curriculum such as the units and lesson plans. It well explains designing obstacles for the problem situations and the necessary process for teaching and learning.

About the speaker:

Professor Isoda is directector of the Centre for Research on International Cooperation in Education (CRICED) at the University of Tsukuba. This centre organizes international conferences and projects of wide impact  on the research and practice in mathematics education worldwide. He has been managing national projects by Ministry of Education in Japan and a major international project by Asian-Pacific Economic Cooperation (APEC). His personal research interests include mathematization from a historical perspective. He published several books in English and other languages, including 'Mathematical Thinking: How to Develop It in the Classroom' and several books on Japanese lesson study in mathematics.

The visit of Prof. Masami Isoda to Denmark is funded by the Japanese Society for the Promotion of Science.