Takeshi MIYAKAWA @ Joetsu University of Education, Japan


>> Japanese
Affiliation: Joetsu University of Education, Department of Mathematics
Speciality: Didactics of Mathematics (PhD at Université Joseph Fourier - Grenoble 1, France)
Interests: Proof, Conception (Cognitive modelling of knowledge), Use of technology for mathematics learning and teaching (GRAPES, Aplusix, etc.), Learning/Teaching environment
Langues: Japanese (mother tangue)
French
English
Informatics: UNIX (network & system administration), PHP, Perl, SQL, etc.
Hobby: Go (strong enough, I think), Football, etc.
Sex: Male
   
Address: Joetsu University of Education, Department of Mathematics
1 Yamayashiki-cho
Joetsu-city, 943-8512 JAPAN
Tel: +81-(0)25-521-3401
Fax:
e-mail: miyakawa[at]juen.ac.jp

Around 2002 in Grenoble

Publication in English or in French

>> Publication in Japanese

  • Miyakawa, T. (2017). Comparative analysis on the nature of proof to be taught in geometry: the cases of French and Japanese lower secondary schools. Educational Studies in Mathematics, 94 (1), 37-54. SpringerLink, SharedIt)

  • Miyakawa, T. & Pepin, B. (2016). Le "school-based" développement professionnel des enseignants en mathématiques : deux pratiques collectives en Europe et au Japon. In Y. Matheron et al. (Eds.) Enjeux et débats en didactique des mathématiques (Vol. 1, pp. 145-177). Grenoble: La Pensée Sauvage. (Les actes de XVIIIe école d'été de didactique des mathématiques Brest (Bretagne), 2015)

  • Otaki, K., Miyakawa, T. & Hamanaka, H. (2016). Proving activities in inquiries using the Internet. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.) Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 11-18). Szeged, Hungary: PME. (PDF 382 KB)

  • Iwasaki, H. & Miyakawa, T. (2015). Change in in-service teachers' discourse during practice-based professional development in university. In K. Beswick, T. Muir & J. Wells (Eds.) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 3, pp. 89-96). (PDF 300 KB)

  • Shinno, Y., Miyakawa, T., Iwasaki, H., Kunimune, S., Mizoguchi, T., Ishii, T. & Abe, Y. (2015). A theoretical framework for curriculum development in the teaching of mathematical proof at the secondary school level. In K. Beswick, T. Muir & J. Wells (Eds.) Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, (Vol. 4, pp. 169-176). (PDF 534 KB)

  • Miyakawa, T. (2015). What is a good lesson in Japan? An analysis. In M. Inprasitha, M. Isoda, P. Wang-Iverson, & B.-H. Yeap (Eds.) Lesson Study: Challenges in Mathematics Education (pp. 327-349). Singapore: World Scientific. (Link)

  • Miyakawa, T. (2014). Functions of proof: a comparative analysis of French and Japanese national curricula and textbooks. In K. Jones, C. Bokhove, G. Howson & L. Fan (Eds.), Proceedings of the International Conference on Mathematics Research and Development (pp. 333-338), ICMT2014, 29-31 July 2014, The University of Southampton, UK. (Link)

  • Miyakawa T. & Winsløw C. (2013). Developing mathematics teacher knowledge: the paradidactic infrastructure of "open lesson" in Japan. Journal of Mathematics Teacher Education, 16 (3), 185-209. (Link) (PDF Draft)

  • Miyakawa T. (2012). Proof in geometry: a comparative analysis of French and Japanese textbooks. In Tai-Yih Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol.3, pp. 225-232), Taipei, Taiwan: PME. (PDF 75 KB)

  • Miyakawa T. & Winsløw C. (2011). Japanese “open lessons” as institutional context for developing mathematics teacher knowledge. In M. Bosch, J. Gascón, R. Olarría, M. Artaud, A. Bronner, Y. Chevallard, G. Cirade, C. Ladage & M. Larguier (Eds.) Un panorama de la TAD (pp. 405-414) III International Conference on the Anthropological Theory of the Didactic (CATD-3). Bellaterra, Barcelona: CRM.

  • Chino, K., Fujita, T., Komatsu, K., Makino, T., Miyakawa, T., Miyazaki, M., Mizutani, N., Nakagawa, H., Otsuka, S. & Tsujiyama, Y. (2010). An assessment framework for students’ abilities/competencies in proving. Proceedings of the 5th East Asia Regional Conference on Mathematics Education (EARCOME5) (Vol. 2, pp.416-423). Tsukuba: Inamoto Printing Co. Ltd.

  • Miyakawa T. & Winsløw C. (2009). Didactical designs for students' proportional reasoning: An "open approach" lesson and a "fundamental situation". Educational Studies in Mathematics, 72(2), 199-218. (Link) (PDF Draft)

  • Miyakawa T. & Winsløw C. (2009). Étude collective d'une leçon: un dispositif japonais pour la recherche en didactique des mathématiques. In I. Bloch & F. Conne (Eds.) Nouvelles perspectives en didactique des mathématiques: Actes de la XIVème école d'été (CD-ROM: thème 2; 17 pages). Grenoble: La Pensée Sauvage Édition.

  • 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, 77-90. (Link)

  • 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)

  • Isoda, M., Stephens, M., Ohara, Y., & Miyakawa T. (2007). (Eds.) (2007). Japanese Lesson Study in Mathematics. Its impact, diversity and potential for educational improvement. Singapore: World Scientific. (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)

  • 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)

Brief CV

Education

2005 Doctorat en Didactique des Mathématiques, LEIBNIZ - IMAG, Université Joseph Fourier - Grenoble 1, France
2000 DEA Environnements Informatiques d'Apprentissage Humain et Didactique, Université Joseph Fourier - Grenoble 1, France
1998 MEd in Mathematics Education, University of Tsukuba, Japan.
1996 BSc in Mathematics, University of Tsukuba, Japan

Professional Experiences

2009 - Associate Professor, Joetsu University of Education, Department of Mathematics, JAPAN.
2006 - 2009 Postdoctoral Research Fellow, GRIP, University of Michigan, School of Education, USA.
2003 - 2006 Research Fellow, CRICED, University of Tsukuba, Japan.

Scholarship, awards, certificates, etc.

1998 - 2003 Boursier du Gouvernement Français.
1998 Advanced class certificate of mathematics teacher for senior high school (Japan)
1998 Advanced class certificate of mathematics teacher for junior high school (Japan)

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