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Comparing the Lower Secondary Textbooks of Japan and England: a Praxeological Analysis of Symmetry and Transformations in Geometry.

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Title: Comparing the Lower Secondary Textbooks of Japan and England: a Praxeological Analysis of Symmetry and Transformations in Geometry.
Authors: Takeuchi, Haruka1 (AUTHOR), Shinno, Yusuke2 (AUTHOR) shinno@cc.osaka-kyoiku.ac.jp
Source: International Journal of Science & Mathematics Education. Apr2020, Vol. 18 Issue 4, p791-810. 20p.
Subject Terms: *Textbooks, *Mathematics education, *Mathematics textbooks, Symmetry, Geometry, Isogeometric analysis
Geographic Terms: England, Japan
Abstract: This study is aimed at comparing the content in mathematics textbooks from Japan and England, focusing on symmetry and transformations at the lower secondary level. We adopted the concept of praxeology, a main construct of the Anthropological Theory of the Didactic (ATD). Using the ATD framework, our approach regarded textbooks as an empirical source which can reveal knowledge to be taught in the didactic transposition process. The praxeological analysis results indicated that symmetry and transformations in the Japanese textbooks were strongly influenced by the teaching of geometric proofs, while transformations in the textbooks from England had many connections to other contexts or contents across domains. These findings suggested the ways in which the knowledge of symmetry and transformations is differently situated in the two countries' textbooks in terms of different praxeological organisations. We further discussed our findings for elaborating the theoretical and methodological aspects of this study, which can potentially contribute to future research on textbooks in mathematics education. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Comparing the Lower Secondary Textbooks of Japan and England: a Praxeological Analysis of Symmetry and Transformations in Geometry.
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  Data: <searchLink fieldCode="AR" term="%22Takeuchi%2C+Haruka%22">Takeuchi, Haruka</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shinno%2C+Yusuke%22">Shinno, Yusuke</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> shinno@cc.osaka-kyoiku.ac.jp</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Apr2020, Vol. 18 Issue 4, p791-810. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+textbooks%22">Mathematics textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Symmetry%22">Symmetry</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Isogeometric+analysis%22">Isogeometric analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22England%22">England</searchLink><br /><searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study is aimed at comparing the content in mathematics textbooks from Japan and England, focusing on symmetry and transformations at the lower secondary level. We adopted the concept of praxeology, a main construct of the Anthropological Theory of the Didactic (ATD). Using the ATD framework, our approach regarded textbooks as an empirical source which can reveal knowledge to be taught in the didactic transposition process. The praxeological analysis results indicated that symmetry and transformations in the Japanese textbooks were strongly influenced by the teaching of geometric proofs, while transformations in the textbooks from England had many connections to other contexts or contents across domains. These findings suggested the ways in which the knowledge of symmetry and transformations is differently situated in the two countries' textbooks in terms of different praxeological organisations. We further discussed our findings for elaborating the theoretical and methodological aspects of this study, which can potentially contribute to future research on textbooks in mathematics education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10763-019-09982-3
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        Text: English
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              Text: Apr2020
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