Takeshi Miyakawa

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Carl WinsløwProfessor of Didactics of Mathematics, University of CopenhagenVerified email at ind.ku.dk
Yusuke ShinnoAssociate Professor, Hiroshima UniversityVerified email at hiroshima-u.ac.jp
Masami IsodaUniversity of Tsukuba, Mathematics Education, ProfessorVerified email at u.tsukuba.ac.jp
Verônica GitiranaPrograma de Pós-graduação em Educação em Ciências e Matemática e Tecnológica - Centro Acadêmico doVerified email at ufpe.br
Luc TroucheEmeritus professor at Ecole normale supérieure de LyonVerified email at ens-lyon.fr
Patricio HerbstUniversity of MichiganVerified email at umich.edu
Stéphane ClivazHaute Ecole Pédagogique Vaud / Lausanne University of Teacher Education, LausanneVerified email at hepl.ch
Sophie Soury-LavergneInstitut Français de l'Education ENS de LyonVerified email at ens-lyon.fr
Kenneth RuthvenEmeritus Professor of Education, University of CambridgeVerified email at cam.ac.uk
Britta Eyrich JessenTenure Track Asst. Prof., University of CopenhagenVerified email at ind.ku.dk
Daniel ChazanMullan Professor, CfME@UM, Department of Teaching & Learning, Policy & Leadership, U of MarylandVerified email at umd.edu
Maryna RafalskaUniversité Côte d'AzurVerified email at univ-cotedazur.fr
Karmelita PjanicProfessor of Mathematics Education, University of BihacVerified email at unbi.ba
Tommy DreyfusProfessor Emeritus of Mathematics Education, Tel Aviv UniversityVerified email at tauex.tau.ac.il
Stefan HalverscheidProfessor für Mathematikdidaktik, Georg-August-Universität GöttingenVerified email at uni-math.gwdg.de
ghislaine gueudetProfessor in Mathematics Education, Brest UniversityVerified email at espe-bretagne.fr

Takeshi Miyakawa

Waseda University

Verified email at waseda.jp - Homepage

Mathematics Education


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement M Isoda World Scientific, 2007	296	2007
Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation” T Miyakawa, C Winsløw Educational Studies in Mathematics 72, 199-218, 2009	126	2009
Un dispositif japonais pour le travail en équipe d’enseignants: étude collective d’une leçon T Miyakawa, C Winsløw Éducation et didactique 1, 77-90, 2009	101	2009
Developing mathematics teacher knowledge: The paradidactic infrastructure of “open lesson” in Japan T Miyakawa, C Winsløw Journal of Mathematics Teacher Education 16, 185-209, 2013	73	2013
Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of “practice research” in Japan T Miyakawa, C Winsløw Journal of Mathematics Teacher Education 22 (3), 281-303, 2019	65	2019
Studying mathematics teachers interactions with curriculum materials through different lenses: Towards a deeper understanding of the processes at stake L Trouche, V Gitirana, T Miyakawa, B Pepin, C Wang International Journal of Educational Research 93, 53-67, 2019	65	2019
Comparative analysis on the nature of proof to be taught in geometry: The cases of French and Japanese lower secondary schools T Miyakawa Educational Studies in Mathematics 94, 37-54, 2017	62	2017
When, how, and why prove theorems? A methodology for studying the perspective of geometry teachers P Herbst, T Miyakawa ZDM 40, 469-486, 2008	56	2008
フランスを起源とする数学教授学の「学」としての性格~ わが国における「学」としての数学教育研究をめざして~ 宮川健日本数学教育学会誌『数学教育学論究』 94, 37-68, 2009	46	2009
The effects of culture on mathematics lessons: an international comparative study of a collaboratively designed lesson S Clivaz, T Miyakawa Educational Studies in Mathematics 105 (1), 53-70, 2020	28	2020
Mathematics teachers as curriculum designers: an international perspective to develop a deeper understanding of the concept B Pepin, M Artigue, V Gitirana, T Miyakawa, K Ruthven, B Xu The'resource'approach to mathematics education, 121-143, 2019	24	2019
Proof in geometry: A comparative analysis of French and Japanese textbooks T Miyakawa Proceedings of the 36th Conference of the International Group for the …, 2012	22	2012
Challenges in curriculum development for mathematical proof in secondary school: Cultural dimensions to be considered Y Shinno, T Miyakawa, H Iwasaki, S Kunimune, T Mizoguchi, T Ishii, ... For the Learning of Mathematics 38 (1), 26-30, 2018	21	2018
The nature and role of proof when installing theorems: The perspective of geometry teachers T Miyakawa, P Herbst Proceedings of PME 31 3, 281-288, 2007	19	2007
Une étude du rapport entre connaissance et preuve: le cas de la notion de symétrie orthogonale T Miyakawa Université Joseph-Fourier-Grenoble I, 2005	17	2005
Relation between proof and conception: the case of proof for the sum of two even numbers T Miyakawa PME CONFERENCE 3, 3-353, 2002	17	2002
Relation between proof and conception: the case of proof for the sum of two even numbers T Miyakawa PME CONFERENCE 3, 3-353, 2002	17	2002
Étude collective d’une leçon: un dispositif japonais pour la recherche en didactique des mathématiques T Miyakawa, C Winsløw Actes de la XIVe École d’été de didactique des mathématiques, ARDM, 2007	16	2007
Reflective Symmetry in Construction and Proving. T Miyakawa International Group for the Psychology of Mathematics Education, 2004	14	2004
A study of “good” mathematics teaching in Japan T Miyakawa Proceedings of APEC International Symposium on Innovation and Good Practice …, 2006	13	2006

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