The Revolution in Mathematics Education During the Meiji Era (1868–1912): A Study of the Textbooks Used to Teach Computation, Geometry and Algebra

Cousin, Marion

doi:10.1007/978-3-319-68294-5_3

Cited by 1 publication

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“…Our study investigated the knowledge to be taught regarding symmetry and transformations in two specific countries with different educational traditions: Japan and England. After the late-nineteenth-century educational reforms, Japanese geometry education in secondary schools began with the publication of a seminal textbook strongly influenced by geometry education in England (Cousin, 2018;Cousin & Miyakawa, 2017;Ueno, 2012). Hence, it is worthwhile to compare the mathematics textbooks of these two countries.…”

Section: Introductionmentioning

confidence: 99%

Comparing the Lower Secondary Textbooks of Japan and England: a Praxeological Analysis of Symmetry and Transformations in Geometry

Takeuchi¹,

Shinno

2019

Int J of Sci and Math Educ

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This study is aimed at comparing the content in mathematics textbooks from Japan and England, focusing on symmetry and transformations at the lower secondary level. We adopted the concept of praxeology, a main construct of the Anthropological Theory of the Didactic (ATD). Using the ATD framework, our approach regarded textbooks as an empirical source which can reveal knowledge to be taught in the didactic transposition process. The praxeological analysis results indicated that symmetry and transformations in the Japanese textbooks were strongly influenced by the teaching of geometric proofs, while transformations in the textbooks from England had many connections to other contexts or contents across domains. These findings suggested the ways in which the knowledge of symmetry and transformations is differently situated in the two countries' textbooks in terms of different praxeological organisations. We further discussed our findings for elaborating the theoretical and methodological aspects of this study, which can potentially contribute to future research on textbooks in mathematics education.

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Section: Introductionmentioning

confidence: 99%