Nearly all research that seeks to assist in reforming mathematics student teaching in the United States has been limited in that it (1) does not consider student teaching models in non-Western cultures, and (2) has not sufficiently studied the unique context of mathematics in student teacher-cooperating teacher interactions. This multi-case study addresses these issues by analyzing the interactions between three cooperating teachers and two student teachers in the mathematics student teaching setting in Japan. Four conclusions are presented to generate a coherent picture of the principles of teaching and learning to teach that are emphasized during this Japanese student teaching experience.
College and Department
Physical and Mathematical Sciences; Mathematics Education
BYU ScholarsArchive Citation
Shwalb, Allison Turley, "Mathematics Student Teaching in Japan: A Multi-Case Study" (2008). Theses and Dissertations. 1581.
mathematics education, cooperating teacher, student teacher, Japan, student teaching