Developing mathematics teacher knowledge: The paradidactic infrastructure of "open lesson" in Japan

Takeshi Miyakawa*, Carl Winsløw

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

25 Citations (Scopus)


In this paper, we first present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it, which is firmly rooted in a systemic approach to didactic phenomena at large, namely the anthropological theory of the didactic. Then, a case of open lesson is presented and analysed, using this theoretical approach, to show how the format of open lesson contributes to the construction and diffusion of didactic knowledge in the community of mathematics teachers in Japan. The basic idea of this format is that teachers from other schools are invited to observe a class taught by a teacher then participate in a discussion session with him on the details of the lesson. For the case study, we analyse the lesson plan prepared for an open lesson, the observed lesson and the teachers' discussion. As a result, an open lesson session has been described as a specific form of post-didactic practice related directly to an actual observed lesson, and aiming specifically at elaborating the theoretical aspects of teacher's didactic practice in the lesson and beyond it.

Original languageEnglish
Pages (from-to)185-209
Number of pages25
JournalJournal of Mathematics Teacher Education
Issue number3
Publication statusPublished - 2013 Jun
Externally publishedYes


  • Anthropological theory of the didactic
  • Elementary school
  • Japan
  • Mathematics teacher knowledge
  • Open lesson
  • Teachers' professional development

ASJC Scopus subject areas

  • Education
  • Mathematics(all)


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