Yukiko Asami Johansson

Universitetslektor

Forskningsämne: Matematik

Om forskaren

Aoki, M., Asami-Johansson, Y. & Winsløw, C. (2025). Learning to speak mathematically at the Japanese supplementary school in Sweden: critical cases of praxeological anomaly. Educational Studies in Mathematics, 119, 23-39. 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. 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. 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. 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]

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 [Mer information]
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]

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]

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]

Sidan uppdaterades 2024-04-18