Forskarpresentation
Yukiko Asami Johansson
Universitetslektor
Forskningsämne: Matematik
E-post: yukiko.asamijohansson@hig.se
Telefon: 026-64 87 87
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Artiklar
Vetenskapliga artiklar, refereegranskade
Asami-Johansson, Y. (2021). Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom. Recherche en Didactique des Mathématiques, 41 (3), 347-391.
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Asami-Johansson, Y. (2021). The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship : A case study of an open lesson. REDIMAT - Journal of Research in Mathematics Education, 10 (1), 88-112. 10.17583/redimat.2021.4598
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Asami-Johansson, Y., Attorps, I. & Winsløw, C. (2020). Comparing mathematics education lessons for primary school teachers : case studies from Japan, Finland and Sweden. International Journal of Mathematical Education in Science and Technology, 51 (5), 688-712. 10.1080/0020739X.2019.1614688
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Asami-Johansson, Y. & Attorps, I. (2019). Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge : An Institutional Perspective. Educaçao Matemática Pesquissa, 21 (4), 157-170. 10.23925/1983-3156.2019v21i4p157-170
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Doktorsavhandling
Asami-Johansson, Y. (2019). Japanese Mathematics Teachers’ Professional Knowledge : International case studies based on praxeological analysis. Diss. (sammanfattning), 2019University of Copenhagen. 150 s.
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Kapitel i böcker
Otaki, K. & Asami-Johansson, Y. (2022). Exploring the Paradidactic Ecosystem: Conditions and Constraints on the Teaching Profession. Advances in the Anthropological Theory of the Didactic. Springer. S. 155-163. 10.1007/978-3-030-76791-4_14
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Otaki, K. & Asami-Johansson, Y. (2021). The Ecology of the Didactic Divide in Teacher Education. Extended Abstracts Spring 2019. Springer. S. 59-66. 10.1007/978-3-030-76413-5_7
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Konferensbidrag
Asami-Johansson, Y., Attorps, I. & Laine, A. (2017). Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden. PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10). Dublin. S. 1602-1609.
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Asami-Johansson, Y. & Attorps, I. (2015). Applying the structured problem solving in teacher education in Japan - A case study. PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9): CHARLES UNIV, FAC EDUC. S. 2741-2747.
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Asami-Johansson, Y. (2011). A study of a problem solving oriented lesson structure in mathematics in Japan. Proceedings of the seventh Congress of the European Society for Research in Mathematics Education<em> </em>(CERME 7). Rzeszów, Poland: University of Rzeszów.
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Asami-Johansson, Y. (2011). Applying problem solving oriented lesson structure in Swedish lower secondary school : With a viewpoint of the anthropological theory of didactics (ATD). Proceedings of the 44th congress of Japanese mathematical education. Tokyo: Japanese society for research in mathematics education. S. 1051-1052.
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Licentiatavhandling
Asami-Johansson, Y. (2015). Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure : A Swedish case study. Lic.-avh. , 2015. Linköping: Linköping University Electronic Press. 140 s. (Linköping Studies in Science and Technology. Thesis 1723) 10.3384/diss.diva-122240
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