# Shared teaching culture in different forms: a comparison of expert and novice teachers’ practices

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## Abstract

This study aims to reveal the teaching script and structure of lesson practice of two seventh-grade Japanese mathematics teachers—a “novice” and “expert”—through comparative analysis of mathematics lessons. Specifically, it aims to clarify how the teachers’ views of teaching as tacit knowledge determine lesson structure and share the same culture in different forms in practice. This comparative analysis shows how the lessons can be described as sharing the same teaching culture in different forms from the following two perspectives: (1) methods of mathematical communication between teacher and students, and (2) approaches to dealing with mathematical concepts.

## Keywords

Conceptual Knowledge Negative Number Teacher Learning Mathematics Lesson Novice Teacher## Notes

### Acknowledgements

This research was supported in part by the Japan Society for the Promotion of Science (JSPS) under a Grant-in-Aid for Scientific Research C (reference no. 15H03477). The author would like to express his gratitude to the JSPS for the assistance that made this research possible. He is also grateful to the principals, teachers, and students of the high schools in Japan for their valuable contributions to this study.

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