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Takeshi Miyakawa
Takeshi Miyakawa
Waseda University
Verifisert e-postadresse på waseda.jp - Startside
Tittel
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Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement
M Isoda
World Scientific, 2007
3052007
Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation”
T Miyakawa, C Winsløw
Educational Studies in Mathematics 72, 199-218, 2009
1302009
Un dispositif japonais pour le travail en équipe d’enseignants: étude collective d’une leçon
T Miyakawa, C Winsløw
Éducation et didactique 1, 77-90, 2009
1092009
Developing mathematics teacher knowledge: The paradidactic infrastructure of “open lesson” in Japan
T Miyakawa, C Winsløw
Journal of Mathematics Teacher Education 16, 185-209, 2013
782013
Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of “practice research” in Japan
T Miyakawa, C Winsløw
Journal of Mathematics Teacher Education 22 (3), 281-303, 2019
732019
Studying mathematics teachers interactions with curriculum materials through different lenses: Towards a deeper understanding of the processes at stake
L Trouche, V Gitirana, T Miyakawa, B Pepin, C Wang
International Journal of Educational Research 93, 53-67, 2019
712019
Comparative analysis on the nature of proof to be taught in geometry: The cases of French and Japanese lower secondary schools
T Miyakawa
Educational Studies in Mathematics 94, 37-54, 2017
642017
When, how, and why prove theorems? A methodology for studying the perspective of geometry teachers
P Herbst, T Miyakawa
ZDM 40, 469-486, 2008
592008
フランスを起源とする数学教授学の 『学』 としての性格: わが国における 『学』 としての数学教育研究をめざして
宮川健
日本数学教育学会誌 『数学教育学論究』 94, 37-68, 2009
472009
The effects of culture on mathematics lessons: an international comparative study of a collaboratively designed lesson
S Clivaz, T Miyakawa
Educational Studies in Mathematics 105 (1), 53-70, 2020
362020
Mathematics teachers as curriculum designers: An international perspective to develop a deeper understanding of the concept
B Pepin, M Artigue, V Gitirana, T Miyakawa, K Ruthven, B Xu
The'resource'approach to mathematics education, 121-143, 2019
242019
Challenges in curriculum development for mathematical proof in secondary school: Cultural dimensions to be considered
Y Shinno, T Miyakawa, H Iwasaki, S Kunimune, T Mizoguchi, T Ishii, ...
For the Learning of Mathematics 38 (1), 26-30, 2018
222018
Proof in geometry: A comparative analysis of French and Japanese textbooks
T Miyakawa
Proceedings of the 36th Conference of the International Group for the …, 2012
212012
The nature and role of proof when installing theorems: The perspective of geometry teachers
T Miyakawa, P Herbst
Proceedings of PME 31 3, 281-288, 2007
182007
Relation between proof and conception: the case of proof for the sum of two even numbers
T Miyakawa
PME CONFERENCE 3, 3-353, 2002
172002
Étude collective d’une leçon: un dispositif japonais pour la recherche en didactique des mathématiques
T Miyakawa, C Winsløw
Actes de la XIVe École d’été de didactique des mathématiques, ARDM, 2007
162007
Une étude du rapport entre connaissance et preuve: le cas de la notion de symétrie orthogonale
T Miyakawa
Université Joseph-Fourier-Grenoble I, 2005
162005
Reflective Symmetry in Construction and Proving.
T Miyakawa
International Group for the Psychology of Mathematics Education, 2004
142004
A study of “good” mathematics teaching in Japan
T Miyakawa
Proceedings of APEC International Symposium on Innovation and Good Practice …, 2006
132006
世界探究パラダイムに基づく SRP における論証活動 (1)―理論的考察を通して―
宮川健， 濵中裕明， 大滝孝治
数学教育学研究: 全国数学教育学会誌 22 (2), 25-36, 2016
122016
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Artikler 1–20