Standard
The ecology of study and research paths in upper secondary school : The case of Denmark and Japan. / Jessen, Britta Eyrich; Otaki, Koji; Miyakawa, Takeshi; Hamanaka, Hiroaki; Mizoguchi, Tatsuya ; Shinno, Yusuke ; Winsløw, Carl.
Working with the Anthropological Theory of the Didactic in Mathematics Education: A comprehensive casebook. red. / Marianna Bosch; Yves Chevallard; Francisco Javier Garcia; John Monaghan. Routledge, 2019. s. 118-138.
Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt
Harvard
Jessen, BE, Otaki, K, Miyakawa, T, Hamanaka, H, Mizoguchi, T, Shinno, Y
& Winsløw, C 2019,
The ecology of study and research paths in upper secondary school: The case of Denmark and Japan. i M Bosch, Y Chevallard, FJ Garcia & J Monaghan (red),
Working with the Anthropological Theory of the Didactic in Mathematics Education: A comprehensive casebook. Routledge, s. 118-138.
https://doi.org/10.4324/9780429198168
APA
Jessen, B. E., Otaki, K., Miyakawa, T., Hamanaka, H., Mizoguchi, T., Shinno, Y.
, & Winsløw, C. (2019).
The ecology of study and research paths in upper secondary school: The case of Denmark and Japan. I M. Bosch, Y. Chevallard, F. J. Garcia, & J. Monaghan (red.),
Working with the Anthropological Theory of the Didactic in Mathematics Education: A comprehensive casebook (s. 118-138). Routledge.
https://doi.org/10.4324/9780429198168
Vancouver
Jessen BE, Otaki K, Miyakawa T, Hamanaka H, Mizoguchi T, Shinno Y o.a.
The ecology of study and research paths in upper secondary school: The case of Denmark and Japan. I Bosch M, Chevallard Y, Garcia FJ, Monaghan J, red., Working with the Anthropological Theory of the Didactic in Mathematics Education: A comprehensive casebook. Routledge. 2019. s. 118-138
https://doi.org/10.4324/9780429198168
Author
Jessen, Britta Eyrich ; Otaki, Koji ; Miyakawa, Takeshi ; Hamanaka, Hiroaki ; Mizoguchi, Tatsuya ; Shinno, Yusuke ; Winsløw, Carl. / The ecology of study and research paths in upper secondary school : The case of Denmark and Japan. Working with the Anthropological Theory of the Didactic in Mathematics Education: A comprehensive casebook. red. / Marianna Bosch ; Yves Chevallard ; Francisco Javier Garcia ; John Monaghan. Routledge, 2019. s. 118-138
Bibtex
@inbook{afccb0dd27064baeac0e3bc5459f432f,
title = "The ecology of study and research paths in upper secondary school: The case of Denmark and Japan",
abstract = "Within the anthropological theory of the didactic, it has been suggested that the dominant teaching paradigm should be changed from transmission of knowledge to the paradigm of “questioning the world”. This can be realised through teaching designed as “study and research paths” (SRPs). In recent years, this design tool has been experimented on in Denmark and Japan within the existing constraints and conditions. Though these two educational systems are different, the experiments have been fruitful. Therefore, in this chapter, we analyse the constraints and conditions—the ecology—of the two countries for implementing SRP-based teaching to identify favourable conditions for doing this.",
author = "Jessen, {Britta Eyrich} and Koji Otaki and Takeshi Miyakawa and Hiroaki Hamanaka and Tatsuya Mizoguchi and Yusuke Shinno and Carl Winsl{\o}w",
year = "2019",
doi = "10.4324/9780429198168",
language = "English",
isbn = "9780367187712",
pages = "118--138",
editor = "Bosch, {Marianna } and Yves Chevallard and Garcia, {Francisco Javier} and John Monaghan",
booktitle = "Working with the Anthropological Theory of the Didactic in Mathematics Education",
publisher = "Routledge",
address = "United Kingdom",
}
RIS
TY - CHAP
T1 - The ecology of study and research paths in upper secondary school
T2 - The case of Denmark and Japan
AU - Jessen, Britta Eyrich
AU - Otaki, Koji
AU - Miyakawa, Takeshi
AU - Hamanaka, Hiroaki
AU - Mizoguchi, Tatsuya
AU - Shinno, Yusuke
AU - Winsløw, Carl
PY - 2019
Y1 - 2019
N2 - Within the anthropological theory of the didactic, it has been suggested that the dominant teaching paradigm should be changed from transmission of knowledge to the paradigm of “questioning the world”. This can be realised through teaching designed as “study and research paths” (SRPs). In recent years, this design tool has been experimented on in Denmark and Japan within the existing constraints and conditions. Though these two educational systems are different, the experiments have been fruitful. Therefore, in this chapter, we analyse the constraints and conditions—the ecology—of the two countries for implementing SRP-based teaching to identify favourable conditions for doing this.
AB - Within the anthropological theory of the didactic, it has been suggested that the dominant teaching paradigm should be changed from transmission of knowledge to the paradigm of “questioning the world”. This can be realised through teaching designed as “study and research paths” (SRPs). In recent years, this design tool has been experimented on in Denmark and Japan within the existing constraints and conditions. Though these two educational systems are different, the experiments have been fruitful. Therefore, in this chapter, we analyse the constraints and conditions—the ecology—of the two countries for implementing SRP-based teaching to identify favourable conditions for doing this.
U2 - 10.4324/9780429198168
DO - 10.4324/9780429198168
M3 - Book chapter
SN - 9780367187712
SN - 9780367187705
SP - 118
EP - 138
BT - Working with the Anthropological Theory of the Didactic in Mathematics Education
A2 - Bosch, Marianna
A2 - Chevallard, Yves
A2 - Garcia, Francisco Javier
A2 - Monaghan, John
PB - Routledge
ER -
