Yukiko Asami Johansson, profilbild

Yukiko Asami Johansson

Universitetslektor

Forskningsämne: Matematik

026-648787

yukiko.asamijohansson@hig.se

Om forskaren

.

Visa innehållet

Artiklar

Vetenskapliga artiklar, refereegranskade

  • Aoki, M., Asami-Johansson, Y. & Winsløw, C. (2024). Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly. Springer, 10.1007/s10649-024-10365-x [Mer information]

  • Asami-Johansson, Y. (2021). Conditions and constraints for transferring Japanese structured problem solving to Swedish mathematics classroom. Éditions La pensée sauvage, Recherche en Didactique des Mathématiques, 41 (3), (347-391). [Mer information]

  • Asami-Johansson, Y. (2021). The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship. Hipatia Press, REDIMAT - Journal of Research in Mathematics Education, 10 (1), (88-112). 10.17583/redimat.2021.4598 [Mer information]

  • Asami-Johansson, Y., Attorps, I. & Winsløw, C. (2020). Comparing mathematics education lessons for primary school teachers. Taylor & Francis, International Journal of Mathematical Education in Science and Technology, 51 (5), (688-712). 10.1080/0020739X.2019.1614688 [Mer information]

  • Asami-Johansson, Y. & Attorps, I. (2019). Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge. Educaçao Matemática Pesquissa, 21 (4), (157-170). 10.23925/1983-3156.2019v21i4p157-170 [Mer information]

Doktorsavhandlingar

  • Asami-Johansson, Y. (2019). Japanese Mathematics Teachers’ Professional Knowledge : International case studies based on praxeological analysis. Diss. (sammanfattning), 2019. : University of Copenhagen. 150 s. ( ) Länk

  • 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. ( ) [Mer information]

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). S. 1602-1609. [Mer information]

  • 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). S. 2741-2747. [Mer information]

  • 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). Länk [Mer information]

  • 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. S. 1051-1052. Länk [Mer information]

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. [Mer information]

  • Otaki, K. & Asami-Johansson, Y. (2021). The Ecology of the Didactic Divide in Teacher Education. Springer. [Mer information]

Visa innehållet

Sidan uppdaterades 2024-04-18