Relevant bibliographies by topics / Views on Japanese mathematics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Views on Japanese mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Views on Japanese mathematics"

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Sarkar Arani, Mohammad Reza. "Cross cultural analysis of an Iranian mathematics lesson." International Journal for Lesson and Learning Studies 4, no. 2 (April 13, 2015): 118–39. http://dx.doi.org/10.1108/ijlls-07-2014-0017.

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Purpose – The purpose of this paper is to examine an Iranian mathematics lesson through the eyes of Japanese educators, and the critiques of Iranian teachers for raising the quality of teaching. In this paper, the Japanese lesson study process is considered as an approach to raising the quality of teaching. Design/methodology/approach – Qualitative methods including pre-lesson planning, peer observation of the lesson, post-lesson discussion, and semi-structured interviews with the participants of the post-lesson discussion meetings in Iran and Japan were employed for data collection. A detailed description and analysis of the lesson is provided for deep understanding of students’ mathematical communication in the class and teachers’ points of view in the post-lesson discussions about raising the quality of teaching. Findings – The findings are intended to clarify the significant influence that cross-cultural analysis has exerted on raising the quality of teaching and developing a culture of transnational learning that supports teachers to design appropriate learning tasks, to conceptualize mathematical phenomena, and to provide mathematical communication which encourage students to participate more in classroom activities. Research limitations/implications – This study provides a transnational learning opportunity for Iranian teachers to learn from Japanese educators how to deliver evidence-based analysis of a lesson for raising the quality of teaching in practice, look culturally and differently at what actually goes on in the classroom, and localize lesson study as a global approach to the “science of improvement.” However, issues to be considered in future studies include how such “small changes” can be linked together in local communities to expand the improvement from bottom up, and how to facilitate collaboration with the global community to expand transnational learning. Practical implications – Traditionally in Iran, there are a variety of teacher training programs but there are no examples of lesson study like those that take place in Japan as a model of practitioner inquiry for raising quality of teaching. Hence, it can be said that Japanese lesson study may provide a new approach of transnational learning in the Iranian education context for building a “science of improvement.” Social implications – In the case of Iran, especially at the elementary school level, teachers do not have enough preparation or experience. Therefore, raising the quality of teaching through lesson study that has an actual impact on teacher and teaching quality and developing a “science of improvement” has become a pressing concern in national and international contexts. Originality/value – The case study shows that the transfer of the Japanese model of lesson study plays a significant role in harnessing the potential of students and teachers as well as teachers themselves by improving teaching. Efforts by teachers to communicate and learn from each other’s strengths, in fact lead to the realizing of the students potential and thinking process. In particular, it helps supply more open-end and in-depth task learning, which anticipates student thinking, understanding, recognizing and questioning.
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Shingphachanh, Sommay. "Exploring the impact of lesson study through the views of Lao mathematics teacher educators on the needs, learning and difficulties." International Journal for Lesson and Learning Studies 8, no. 2 (April 8, 2019): 98–116. http://dx.doi.org/10.1108/ijlls-06-2018-0040.

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Purpose The purpose of this paper is to comprehensively explore the current situation of lesson study (LS) implementation and practice among Mathematics Teacher Educators (MTEs) in Teacher Training Colleges (TTCs) across the country in Laos. Moreover, the study investigates MTEs’ professional learning through LS experience, the difficulties they encountered during practicing LS and their urgent needs to deepen their comprehension in the context of LS. Design/methodology/approach Data were collected through semi-structured interview with 45 MTEs from 7 TTCs in February/March 2018 (seven weeks). The study also collected 14 LS reports, 7 LS posters from the respondents and observed one cycle of LS practice in 2 TTCs. The data were systematically analyzed using inductive category formation through the procedure of transcribing and reading the transcription, thematic coding and categorizing and interpreting the meaning of thematic ideas (Mayring, 2015; Merriam, 2009). Licensed software MAXQDA 10 was used for this qualitative study. Findings The study argued based on LS practice in LS model 1 and model 2. MTEs that followed LS model 1 practiced LS in a superficial aspect and quantitatively relied upon the results from the checklists. They majorly satisfied the immediate measurement of teacher teaching’s behavior and student learning’s behavior. Frequently, time constraints, writing LS reports and collaboration were the great challenges. In contrast, MTEs that followed LS model 2 practiced LS in order to deepen understanding of students’ mathematical thinking. Although LS helped them by adjusting appropriate learning task, they encountered difficulty to innovate it effectively. LS also helped them in offering students’ autonomy to explore mathematical ideas, but they failed to understand the values of utilizing students’ mathematical ideas. Research limitations/implications The findings from this study are beneficial for LS practice in the country and similar LS initiatives to find a measure to enhance the effectiveness of LS in schools and TTCs. The study suggested providing clear details of each step, the essential aspect and the core concept of LS to MTEs for successful transposition of LS to a non-Japanese context. Providing LS advisors who have had great experience in conducting LS not just high teaching or working experience only is highly recommended. This study has a limitation in observing LS practices from all seven TTCs. Originality/value Ministry of Education and Sports (MoES) recognizes the significance of implementing LS in TTCs to enhance the quality of teaching-learning, though the progress of LS in those TTCs has not yet been addressed. Current situation of LS revealed in this study is valuable for similar initiatives, MoES and Japan International Cooperation Agency to make an effort in order to move LS forward.
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Sarkar Arani, Mohammad Reza. "Raising the quality of teaching through Kyouzai Kenkyuu – the study of teaching materials." International Journal for Lesson and Learning Studies 6, no. 1 (January 3, 2017): 10–26. http://dx.doi.org/10.1108/ijlls-07-2016-0018.

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Purpose This study attempts to provide cross-cultural learning by focusing on a very important aspect of research, the study of teaching materials, known as Kyouzai Kenkyuu in Japan. The purpose of this paper is to investigate teachers’ views and awareness about the study of teaching materials, in particular, the views and awareness of Iranian teachers, who are beginning to understand their teaching practice and professional development through lesson study. Design/methodology/approach Qualitative research methods were employed for data collection. These methods included comparative analysis of an Iranian mathematics lesson from the perspective of Japanese educators and semi-structured interviews with all participants of the lesson analysis meetings. Findings The findings are intended to position Kyouzai Kenkyuu as an important aspect of Japanese lesson study and to make explicit the beliefs and values that underpin and shape pedagogical reasoning that support researchers and practitioners to improve the quality of teaching through lesson study. This was achieved through post-lesson discussion meetings, and the beliefs and values were those the participants were largely unaware of but could be clarified through a cross-cultural comparison. For instance, Japanese teachers focus more on learners and the study of teaching materials for raising the quality of teaching, whereas Iranian teachers focus more on the content of teaching and teacher behavior. Research limitations/implications This study delivers a transnational learning opportunity for teachers and researchers to learn how to provide evidence-based analysis of a lesson to raise the quality of teaching. However, as this is a case study and focuses specifically on Kyouzai Kenkyuu, it opens up the possibility for comparative analysis of more sample lessons and other aspects of Japanese lesson study. Practical implications It may be interesting for teachers and researchers to see how such a study could help them revise their quality of teaching through lesson study and construct shared knowledge about how to teach and to clarify “the pedagogical theories” that underpin such knowledge building. Social implications The value of this study is in its ability to reveal to educators their own unconscious teaching script and knowledge and “the pedagogical theories” that underpin such knowledge. It provides an opportunity for evidence-based critiques of our own teaching script, theory, view and values that we accept culturally, share tacitly and may not even be aware of in the construction process. Originality/value This study combines careful measurement with an “insider’s perspective” from Iran and an “outsider’s perspective” from Japan of differing educational concepts within the same subject area. The objective is to provide a deeper understanding of the real world of lesson study and how it can help educators to construct shared knowledge about how to teach in practice and to support teachers to revise the cultural context of teaching.
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Sarkar Arani, Mohammad Reza, Yoshiaki Shibata, Ho-seong Cheon, Masanobu Sakamoto, and Hiroyuki Kuno. "Comparison as a Lens: Interpretation of the Cultural Script of a Korean Mathematics Lesson Through the Perspective of International Lesson Study." Educational Practice and Theory 42, no. 2 (December 1, 2020): 57–78. http://dx.doi.org/10.7459/ept/42.2.05.

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This study aims to examine how cross cultural analysis can lead to deeper understanding of the cultural script of teaching, and how teachers learn to transform their teaching script through a research-based transnational learning platform. In this study, emphasis is placed on a cross cultural analysis to view in depth the cultural script of teaching mathematics in Korea through the eyes of Japanese teachers and critical lenses of researchers’ feedback. The objective herein is to focus on the challenges whereby Korean teachers have to redesign teaching as they look at students as problem solvers. This cross cultural analysis attempts to determine the cultural script of teaching mathematics in Korea and improve the quality of teaching from the following two perspectives: 1) teacher teaching, and 2) student learning.
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Sarkar Arani, Mohammad Reza, Yoshiaki Shibata, Masanobu Sakamoto, Zanaton Iksan, Aini Haziah Amirullah, and Bruce Lander. "How teachers respond to students’ mistakes in lessons." International Journal for Lesson and Learning Studies 6, no. 3 (July 10, 2017): 249–67. http://dx.doi.org/10.1108/ijlls-12-2016-0058.

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Purpose The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. Design/methodology/approach This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members. Findings The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators. Research limitations/implications This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development. Practical implications This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology. Social implications The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice. Originality/value There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.
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Kusaka, Satoshi. "Analysis of Mozambican Elementary Mathematics Textbooks Compared with Japanese Textbooks Focusing on Tasks and Exercises Related to the Real World." Global Journal of Educational Studies 6, no. 1 (April 20, 2020): 1. http://dx.doi.org/10.5296/gjes.v6i1.16032.

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The importance of sociocultural perspective in curriculum emphasized in the context of Sustainable Development Goals (SDGs). Textbook has a strong relation of all three types, intended, implemented and attained curriculum. Therefore, analyzing sociocultural features of the textbooks leads to improving quality of education in the context of SDGs. This study aims to clarify the pertinent characteristics of Mozambican elementary mathematics textbooks from a sociocultural perspective (in comparison to Japanese ones) by focusing on how they treat ‘real-world’ mathematics. The following four perspectives are discussed: (1) Proportion of the tasks related to the real world via the introduction of new learning content (2) Proportion of exercises related to the real world (3) Categorization of the situation of the tasks and exercises related to the real world. As a result, we found that there are few problems which are related directly to the real world in the Mozambican elementary mathematics textbooks. The content of the problems related to the real world are about the tax system and salaries, which means students are given opportunities to view and think mathematically about their social system right from the elementary school age. In addition, various exercises related to social science topics are contained to help students to understand and hand down Mozambican culture.
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Doyama, Masao. "Computer applications to materials science and engineering emphasized on the Japanese point of view." Computational Materials Science 2, no. 1 (January 1994): 103–10. http://dx.doi.org/10.1016/0927-0256(94)90052-3.

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Pitte, Jean-Robert. "Japanese views on human geography." Japanese Journal of Human Geography 53, no. 4 (2001): 351–52. http://dx.doi.org/10.4200/jjhg1948.53.351.

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Lincoln, James, and Lester Thurow. "The Management Challenge: Japanese Views." Contemporary Sociology 15, no. 3 (May 1986): 460. http://dx.doi.org/10.2307/2070086.

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YOSHINO, Ryozo, Yuejun ZHENG, and Seung-Geun PARK. "Asian Peoples' Views on Japanese." Kodo Keiryogaku (The Japanese Journal of Behaviormetrics) 30, no. 1 (2003): 31–52. http://dx.doi.org/10.2333/jbhmk.30.31.

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Dissertations / Theses on the topic "Views on Japanese mathematics"

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Armbrust, John Walter. "Perceptions of teacher and student roles : views of Japanese businessmen." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.

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Research provides a vast amount of information detailing the learning styles and preferences of learners and the influence of one's culture on that individual's perceptions of the world. Little of that research, however, has been applied to studying the effects of culture on the learner's perceptions of teacher and student roles, specifically in the area of second language learning. What is available often appears in the form of anecdotal descriptions of teaching and learning experiences abroad. A possible reason for the lack of investigation of student views in this area has been the absence of an adequate measuring device with which to gauge the responses of potential informants.
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Nivens, Ryan Andrew, Tara Carver Peters, and Jesse Nivens. "Views of Isometric Geometry." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/293.

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Grigutsch, Stefan &amp Toerner Guenter. "World views of mathematics held by university teachers of mathematics science." Gerhard-Mercator-Universitaet Duisburg, 2002. http://www.ub.uni-duisburg.de/ETD-db/theses/available/duett-05272002-102811/.

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The present empirical study deals with the question of the (world) view of mathematics (i.e. the image of mathematics) held by university mathematics teachers in countries of German as a first lan-guage. The basis of this study is a voluntary survey by means of a closed questionnaire of 119 persons during an annual meeting of mathematicians. This questionnaire was on the whole employed for two other studies on mathematics teachers (N= 300) and pupils (N=1650). Four to five dimensions were defined by means of factor analysis and subsequently verified as relevant dimensions of the view of mathematics. These dimensions can be called the formalism aspect, the schema aspect, the process aspect, the application aspect and the Platonism aspect of mathematics. Attitudes towards these aspects differ on average, so that the "average" view of mathematics of university teachers is clearly accentuated in these five aspects. The process aspect acclaims the highest agreement, whereby the aspects formalism and application claim an average to above average assessment. In contrast, the Platonic aspect receives only weak to very weak agreement, and the schema aspect is on the whole rejected. Furthermore the structure of the view of mathematics resulting out of the relations between the dimensions is investigated. The part of the view of mathematics that is considered here contains two different viewpoints in content, namely the static view of mathematics as a system and the dynamic view of mathematics as a process. In contrast to the observa-tions in the other two populations the two viewpoints are not opposites. Mathematics is in the view of university teachers a comple-mentary toge-therness of both viewpoints. Their view of mathematics is insofar broader differentiated than the two other populations.
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Been, Amy L., and Amy L. Been. "Teacher Views of Mathematical Modeling." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621172.

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As mathematical modeling gains popularity in K-12 classrooms, it is important to define what this entails for both students and teachers. The following study reviews various definitions of mathematical modeling and how these definitions are relevant for middle grades (5-9) teachers. Following a professional development workshop on mathematical modeling, four middle school teachers expressed their views about teaching mathematics through modeling tasks. This study documents the teachers' perceptions of what it means to model with mathematics, which tasks are most appropriate for their students, and why this is important in each of their classrooms. Although the teachers varied in their views depending on the context and circumstances surrounding each modeling task, they agreed that mathematical modeling helps students build critical thinking skills and provides an opportunity to align mathematics concepts with engaging, realistic phenomena.
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Usuda, Akiko History &amp Philosophy Faculty of Arts &amp Social Sciences UNSW. "Inconsistencies and resistance: Japanese husbands?? views on employment of married women." Publisher:University of New South Wales. History & Philosophy, 2009. http://handle.unsw.edu.au/1959.4/43313.

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This thesis investigates Japanese married men??s views on their wives?? employment and married women??s employment in general. I was inspired to undertake this study by the relatively low rate of wives, particularly mothers, in full-time employment in Japan. 291 Japanese husbands in Kawasaki and the Tokyo area answered the questionnaire. Their occupations were company employees, teachers and self-employed men and their ages ranged from the 20s to 50s. The results of my survey revealed that these Japanese husbands did not actively participate in housework and childcare. Their participation increased somewhat when wives were highly educated or older. However, a wife??s higher income was the most powerful incentive to encourage their participation. Husbands also participate in these tasks in accordance with their preferences rather than their expressed abilities. With respect to their views on married women and employment, many husbands acknowledged a general relationship between power and finance (that is, that income-earning is connected with domestic power), yet denied that it applied to themselves when asked about it. The majority showed supportive or sympathetic attitudes towards full-time housewives, which were rarely extended to employed wives except for those who work (part-time) due to clear financial necessity. Concerning men??s views on their wives, they were likely to appreciate a wife??s additional income. Nonetheless, a majority wanted their wives either to earn less than themselves or to have no income, even though the majority had income-earning wives. Their most popular employment status for a wife was part-time employment. The study revealed that most of these husbands had a strong identity as the ??breadwinner?? or ??head of the house??. In this study I explored a new dimension to Japanese husbands?? perceptions of their wives?? employment: the possibility that husbands?? attitudes and preferences were militating against their wives?? employment. My study demonstrated that husbands especially resist full-time employment for their wives, and seek to maintain traditional gender roles because this sustains their self-esteem. This is clearly one significant reason for the comparatively low rate of participation of Japanese wives in full-time employment.
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Weiss-Pidstrygach, Ysette. "Elementary Mathematics from an Advanced Standpoint and Elementary Views on Advanced Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81121.

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What kind of and how much mathematics should a high school maths teacher know? The experience with a math camp, an innovative form of bringing together high school pupils, university math students and math teacher students as well as university professors in the common aim to teach mathematics sheds new light on this question. Different interests define different positions. The different actors have little common aims since they rarely form a joint community of practice. Over the seven years of its existence the math camp has evolved from a classical lecture-centred activity for gifted pupils to a much more encompassing experience illustrating the importance of a two way communication between advanced mathematics and elementary mathematics in schools.
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Nivens, Ryan Andrew. "Isometric and Orthogonal Views in 2-Dimensions." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/233.

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Hayakawa, Kunihiko Ken. "Made in our image: Japanese and Western views of robots and their creators." Thesis, Boston University, 2006. https://hdl.handle.net/2144/27669.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Cardinal, Kumi. "An algebraic study of Japanese grammar /." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29419.

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I present an algebraic language model for Japanese within the framework of a type grammar. The analysis pays attention to both inflectional morphology and to syntax. The mathematics for checking the sentencehood of strings of words invokes a generalization of the notorious group concept.
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Hedayatzai, Raheema. "New Mathematics Text Books for Secondary schools in Afghanistan : Teacher’s Views." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32134.

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Education is one of the personal human rights of individuals. It is very valuable right for an indi-vidual or a whole society to be educated. This study has been done to know teachers’ views about problems and challenges that teachers face during teaching of mathematics text book in upper secondary As we know mathematics education is necessary for development of mental discipline and capacity. It helps student in critical thinking and increase their power of analyzing the world. In Afghanistan, post-conflict country educational bases have been destroyed by three decades war. There is need to improve education, especially, teachers’ education in order to improve mathematics teachers education in Afghanistan. A fact that we face with, because of thirty years of war, the teachers proficiency remained imbalance. Also Afghanistan remained back in educa-tion but new text book is the biggest change in education toward a good quality in education. For example in the past more subjects like math, algebra, geometry and etc. were taught individually, in many separate books but now these are incorporated into one book. In addition, each subject was taught by one teacher but now one teacher has to teach all of them alone. Statistics and probability are the new subjects in the new textbooks which were not in the curriculum in the past. The survey has not been made about the textbooks up to now. .Questionnaires was distributed to 70 teachers in different provinces. In this study for data collec-tion and gaining teacher view on this regard teacher participate from deferent provinces (Kabul Ningarhar or and Paktia ).It has been found that the new textbooks are better designed than the old textbooks and are based on the modern teaching and learning materials while the old text-books are designed on the old system of learning and teaching system. On the other hand, teach-ers like and prefer the new textbooks for students learning and they claim that new textbooks contain better mathematics knowledge and contents which are more useful for students learning.
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Books on the topic "Views on Japanese mathematics"

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Six hidden views of Japanese music. Berkeley: University of California Press, 1986.

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Watada, Terry. Ten thousand views of rain. Saskatoon, Sask: Thistledown Press, 2001.

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Twelve views from the distance. Minneapolis: University of Minnesota Press, 2012.

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Rott, Benjamin, Günter Törner, Joyce Peters-Dasdemir, Anne Möller, and Safrudiannur, eds. Views and Beliefs in Mathematics Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01273-1.

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Bernack-Schüler, Carola, Ralf Erens, Timo Leuders, and Andreas Eichler, eds. Views and Beliefs in Mathematics Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4.

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Mutsuo, Takahashi. Twelve views from the distance. Minneapolis: University of Minnesota Press, 2012.

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Fukagawa, Hidetoshi. Sacred mathematics: Japanese temple geometry. Princeton: Princeton University Press, 2008.

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Eugene, Smith David. A history of Japanese mathematics. Mineola, N.Y: Dover Publications, 2004.

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Eugene, Smith David. A history of Japanese mathematics. Mansfield Centre, CT: Martino Pub., 2002.

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Yu, Lydia N. Japan views the Philippines, 1900-1944. Manila: Ateneo de Manila University Press, 1999.

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Book chapters on the topic "Views on Japanese mathematics"

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Vaporis, Constantine Nomikos. "Religious Views of the Japanese." In Voices of Early Modern Japan, 194–97. Other titles: contemporary accounts of daily life during the age of the Shoguns Description: 2nd edition. | Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003005292-48.

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Takeda, Kiyoko. "British Views of the Japanese Emperor." In The Dual-Image of the Japanese Emperor, 16–26. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-05546-3_3.

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Michiwaki, Yoshimasa. "Geometry in Japanese Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2070–72. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9133.

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Tucker, John A. "Japanese Views of Nature and the Environment." In Science Across Cultures: The History of Non-Western Science, 161–83. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0149-5_9.

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Portaankorva-Koivisto, Päivi. "Mathematics Student Teachers’ Metaphors for Technology in Teaching Mathematics." In Views and Beliefs in Mathematics Education, 145–57. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_12.

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Shigeru, Jochi. "The Dawn of Wasan (Japanese Mathematics)." In Mathematics Across Cultures, 423–54. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4301-1_20.

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Veatch, Robert M. "Magic Squares in Japanese Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2610–13. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9154.

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Amaya, N. "Policy Choices in Developed Countries: Two Japanese Views." In The Economics of Choice between Energy Sources, 283–86. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18624-2_14.

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Ikuta, Toyoaki. "Policy Choices in Developed Countries: Two Japanese Views." In The Economics of Choice between Energy Sources, 287–98. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18624-2_15.

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Damon, James, Peter Giblin, and Gareth Haslinger. "Transitions Involving Views of Geometric Features (FC)." In Lecture Notes in Mathematics, 193–212. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41471-3_12.

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Conference papers on the topic "Views on Japanese mathematics"

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Romani, Laurence. "Japanese views on superior-subordinate relationship in Swedish-Japanese collaboration." In the 3rd international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1841853.1841895.

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Zhou, Tangbo, Zhe Li, Jinhong Cao, and Liu He. "Research and Application of Japanese Culture Teaching Assistant System Based on Japanese Eight Views Database." In 2017 International Conference of Educational Innovation through Technology (EITT). IEEE, 2017. http://dx.doi.org/10.1109/eitt.2017.74.

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Hall, Jennifer, Travis Robinson, and Limin Jao. "Non-binary people’s views of gender and mathematics." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-73.

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MORIMOTO, MITSUO. "INFINITE SERIES IN JAPANESE MATHEMATICS OF THE 18TH CENTURY." In Proceedings of the 13th International Conference on Finite or Infinite Dimensional Complex Analysis and Applications. WORLD SCIENTIFIC, 2006. http://dx.doi.org/10.1142/9789812773159_0020.

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Latinov, Evgeni L. "The relation between logic and mathematics: A comparison of the views in Tractatus with Frege and Russell’s views." In 130 years Ludwig Wittgenstein (1889-2019). Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-book.001.02.

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Clark, Daniel. "Rural parents’ views on their involvement in their children’s mathematics education." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-70.

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Zsoldos-Marchis, Iuliana. "PRE-SERVICE PRIMARY SCHOOL TEACHERS’ VIEWS ON CHILDREN STORIES IN MATHEMATICS EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2016.

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Withee, Thomas. "Different Views on Inquiry: A Survey of Science and Mathematics Methods Instructors." In 2005 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2006. http://dx.doi.org/10.1063/1.2177039.

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Zhuo, Youqianyan. "A Study on Marriage Views of Chinese and Japanese Youths from Perspectives of Blind Dates and Konkatsu." In International Conference on Mental Health and Humanities Education (ICMHHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200425.072.

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Cilli-Turner, Emily, Miloš Savić, Gail Tang, Houssein El Turkey, and Gulden Karakok. "Sources of evolution of university students’ views on mathematical creativity." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-168.

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Reports on the topic "Views on Japanese mathematics"

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Swetz, Frank J. Sacred Mathematics: Japanese Temple Geometry. Washington, DC: The MAA Mathematical Sciences Digital Library, September 2008. http://dx.doi.org/10.4169/loci002864.

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Armbrust, John. Perceptions of teacher and student roles : views of Japanese businessmen. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6157.

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