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

本研究探讨了日本数学课活动中出现的数学知识的性质。通过具体实例的分析，笔者认为，课堂上的危害性数学知识是教师在制度政策、教材内容、与学生互动的方法等不同层面知识相互作用的结果，指出了解教师对数学活动的感知是为了更好地了解活动中的知识状态的必要性。这项研究还确定了在描述日本学习过程中所称的“数学活动”以及日本以前的研究工作中所考虑的不同的知识状态。

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.