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ERIC Number: EJ697181
Record Type: Journal
Publication Date: 2005-May
Pages: 18
Abstractor: Author
ISSN: ISSN-0013-5984
What Japanese and U.S. Teachers Think About when Constructing Mathematics Lessons: A Preliminary Investigation
Fernandez, Clea; Cannon, Joanna
Elementary School Journal, v105 n5 p481 May 2005
Japanese (N = 25) and U.S. fifth- to eighth-grade teachers (N = 36) participated in pre- and post-lesson interviews to assess what they thought about when constructing mathematics lessons. To understand the details of this thinking and how it might support classroom instruction, we structured interviews around a specific lesson teachers taught in their classrooms. Japanese teachers' thinking was more focused on ensuring that students discover concepts and develop productive dispositions toward learning, whereas U.S. teachers' thinking tended to emphasize that students learn specific mathematical content. The Japanese teachers also saw lesson planning as a more complex process than did the U.S. teachers. We discuss how these findings can elucidate the different approaches to teaching mathematics that prior research has shown that Japanese and U.S. teachers tend to employ.
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site:; e-mail:
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; United States