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Educational Research for Policy and Practice

, Volume 16, Issue 3, pp 235–255 | Cite as

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

  • Mohammad Reza Sarkar AraniEmail author
Original Article

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 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  1. 1.Graduate School of Education and Human DevelopmentNagoya UniversityNagoyaJapan

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