Mathematics Lesson in Japan : focusing on the state of knowledge in mathematical activity

本研究探讨了在日语数学课堂活动中产生的数学知识的本质。通过对一个具体例子的分析，我表明，课堂上的数学知识是与教师不同层次的知识相互作用的结果，这些知识包括学校的政策、教科书的数学内容、与学生互动的方法等。研究结果指出，了解教师对数学活动的感知，才能更好地了解学生在数学活动中的知识状态。该研究还确定了在日语课程和日本以前的研究工作中对所谓“数学活动”的描述中考虑到的不同知识状态。

The study explores the nature of mathematical knowledge emerging during the activity in Japanese mathematics lesson. I show, as a result of the analysis of a concrete example, that the mathematical knowledge at stake in the lesson is formed as a result of the interaction with teacher's knowledge of different levels such as on the policy of institution, on the mathematical contents of textbook, on the method of interaction with students, etc. The result points out the necessity of understanding teacher's perception on the mathematical activity in order to better understand the state of knowledge during the activity. The study also identifies different states of knowledge taken into consideration in the descriptions of what is called "mathematical activity" in Japanese course of study and in previous research works in Japan.