Miyakawa T. & Winsløw C. (to appear).
Étude collective d'une leçon: un dispositif japonais pour la recherche en didactique des mathématiques. Actes de la XIVème école d'été de didactique des mathématiques. Grenoble: La Pensée Sauvage.
Miyakawa T. & Winsløw C. (to appear).
Didactical designs for students' proportional reasoning: An "open approach" lesson and a "fundamental situation". Educational Studies in Mathematics. (Link)
Miyakawa T. & Winsløw C. (2009).
Un dispositif japonais pour le travail en équipe d'enseignants : étude collective d’une leçon. Education & Didactique, vol. 3 no. 1. (to appear)
Miyakawa T. & Herbst P. (2008).
Why some theorems are not proven in geometry class: dispositions and constraints.
TSG18 ICME-11, 6-13 July, Monterrey, Mexico
(accepted and to be presented as a long presentation, http://tsg.icme11.org/tsg/show/19),
(PDF 250 KB)
Herbst P. & Miyakawa T. (2008).
When, how, and why prove theorems:
A methodology for studying the perspective of geometry teachers.
ZDM, 40(3), 469 - 486. (Link)
Miyakawa T. & Herbst P. (2007).
Geometry teachers' perspectives on convincing and proving when installing a theorem in class.
In T. Lamberg & L. R. Wiest (Eds.),
Proceedings of the 29th annual meetings of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) (pp. 366-373)
Stateline (Lake Tahoe), NV: University of Nevada, Reno.
(PDF 285 KB)
Miyakawa T. & Herbst P. (2007).
The nature and role of proof when installing theorems:
the perspective of geometry teachers.
In
J. H. Woo, H. C. Lew, K. S. Park & D. Y. Seo (Eds.), Proceedings of the 31th Conference of
the International Group for the Psychology of Mathematics Education (Vol.3, pp. 281-288),
Seoul, Korea: PME.
(PDF 224 KB)
Miyakawa T. (2006).
A study of "good" mathematics teaching in Japan.
In Proceedings of the APEC International Symposium on
Innovation and Good Practice for Teaching and Learning Mathematics
through Lesson Study (pp. 119-132), 14-17 June, Khon Kaen, Thailand.
(http://home.kku.ac.th/crme/apec.htm)
(PDF 109 KB)
Isoda M., Kakihana K., Miyakawa T., Aoyama K., Yoden K.,
Yamanoi E.,
Uehara K., Chino K. (2005). Mathematics Classroom Innovation with
Technology: Japanese Movement.
In S.-C. Chu, H.-C. Lew and W.-C. Yang (Eds.),
Proceedings of the 10th Asian Technology Conference in
Mathematics (pp.84-93), Cheong-Ju, South Korea.
Miyakawa T. (2004).
Reflective symmetry in construction and proving.
In M. J. Høines & A. B. Fuglestad (Eds.),
Proceedings of the 28th International Conference of
Psychology of Mathematics Education (vol.3, pp.337-344),
Bergen, Norway: PME.
(PDF 266 KB)
Miyakawa T. (2004). The nature of students' rule of inference in
proving: the case of reflective symmetry. TSG19 ICME-10, 4-11
July, Copenhagen.
(Online paper, http://www.icme-organisers.dk/tsg19/)
(PDF 41 KB)
Miyakawa T. (2004).
Les recherches japonaises en enseignement des
mathématiques.
In
Proceedings of the 5th Tunisia-Japan Symposium on Culture,
Science and Technology: TJCST-2004 (pp. 223-225), Sfax, Tunisia.
Miyakawa T. (2002). Relation between proof and conception: the
case of
the sum of two even numbers.
In A. D. Cockburn & E. Nardi (Eds.),
Proceedings of the 26th
International Conference of Psychology of Mathematics Education
(vol.3, pp.353-360), Norwich: PME.
(PDF 46 KB)
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