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ERIC Number: EJ815182
Record Type: Journal
Publication Date: 2008-Oct
Pages: 33
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1098-6065
Mathematics Teaching and Learning as a Mediating Process: The Case of Tape Diagrams
Murata, Aki
Mathematical Thinking and Learning: An International Journal, v10 n4 p374-406 Oct 2008
This article examines how visual representations may mediate the teaching and learning of mathematics over time in Japanese elementary classrooms. Using the Zone of Proximal Development Mathematical Learning Model (Murata & Fuson, 2006; Fuson & Murata, 2007), the process of mediation is explicated. The tape diagram, a central visual representation used in Japanese mathematics curriculum, is explored for its roles and the student learning that is intended to be mediated over time, illuminating aspects of the process. The study argues that the consistent and coherent use of one representation can bridge student understanding over time, focusing on mathematical relationships and problem-solving processes. The study also suggests different instructional approaches between U.S. and Japanese curricula that are reflected in the uses of representations. (Contains 6 figures, 3 tables, and 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; United States