Yusuke Shinno

Yusuke Shinno
Hiroshima University | HU · Graduate School of Education

PhD

About

38
Publications
12,228
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
66
Citations
Introduction
Yusuke Shinno currently works at the Graduate School of Education, Hiroshima University. Yusuke does research in Mathematics Education and teacher education (both pre-service and in-service) in Japanese and international context, based on different theoretical approaches. He was a team member of TSG57 (diversity of theories) in ICME14. The current projects are 'Curriculum development of mathematical proof', 'International comparison of classroom argumentation', and 'Task design research'.
Additional affiliations
April 2016 - September 2019
Osaka Kyoiku University
Position
  • Professor (Associate)
April 2010 - March 2016
Osaka Kyoiku University
Position
  • Lecturer
Education
April 2006 - March 2010
Hiroshima University
Field of study
  • Mathematics Education
April 2004 - March 2006
Hiroshima University
Field of study
  • Mathematics Education

Publications

Publications (38)
Conference Paper
Full-text available
Our cross-cultural study consisted of two stages: the first stage investigated cultural specificities and commonalities within a country (Japan), and the second stage compared such characteristics between different countries (Japan and Thailand). In this paper, we aim to report the results of the first stage of the project, which utilised case stud...
Presentation
Proving is an essential but challenging activity in mathematical learning. Recent curricula in various countries require proof and proving to be taught at all levels. However, research literature implies that the meaning of proof and proving may vary according to the researcher's perspective or epistemology. In my talk, I adopt the perspective of p...
Conference Paper
Full-text available
In this research report we aim to analyse argumentation at two levels, using the so-called Toulmin model. We examine the structure of the mathematical argumentation, as well as the nature of the meta-mathematical argumentation justifying the validity of some proofs and the rejection of others in a Japanese grade 8 classroom. The results show that t...
Conference Paper
Full-text available
This theoretical paper proposes a new perspective on identifying and characterizing the cultural specificities of proof and proving in the classrooms of a given country. To this end, based on the related literature, researchers propose "structure", "language", and "function" as a triplet of aspects that constitute proving activities. Researchers th...
Presentation
For this study, we explored the researchers’ practice of networking theories and subsequently presented our retrospective analysis. The concept of ‘research praxeologies’ was utilised as a metatheoretical frame to characterise three different case studies of networking theories. The results show how theoretical concepts and languages are differentl...
Article
Full-text available
In this study we aim to characterize a way of proving which can be produced in a primary mathematics classroom and explore the factors that influence these processes and lead to changes in the way of proving. Assuming proving as a socially embedded activ- ity, we conceptualize it as the interplay between ‘construction’ and ‘substantiation’ based on...
Article
Full-text available
In this paper, we explore theoretical approaches to Japanese teachers' lesson designs involving the adaptation of mathematics textbooks for instructional change. In Japan, although most teachers use textbooks as the main resource for lesson planning, called kyouzai kenkyuu, the ways in which they use textbooks can differ. In a kyouzai kenkyuu pract...
Article
Full-text available
This research is the first work of the project of cross-cultural study on lesson study between Japan and Thailand. Lesson study is currently an international topic, and we use “lesson study” as a common word. However, are the meanings of each terminology in diverse languages as same completely? Our initial concern is in this point. For this, we obs...
Conference Paper
Full-text available
This study aims to explore and explain preservice teachers’ lesson planning skills and the changes they experienced through their participation in an educational programme involving both inservice teachers and researchers in different capacities. A meta-didactic transposition is used as a theoretical model to describe the dynamic processes of prese...
Conference Paper
Full-text available
Kyozai-kenkyu" is an essential part of Japanese lesson study and involves task design for classroom lessons. Most Japanese teachers refer to textbooks as a main resource for "kyozai-kenkyu". However, there are different kinds of uses according to teachers' perspectives towards the knowledge at stake. In this study, we examined teachers' paradidacti...
Article
Full-text available
This study is aimed at comparing the content in mathematics textbooks from Japan and England, focusing on symmetry and transformations at the lower secondary level. We adopted the concept of praxeology, a main construct of the Anthropological Theory of the Didactic (ATD). Using the ATD framework, our approach regarded textbooks as an empirical sour...
Conference Paper
Full-text available
There are different meanings of proof-related words and their connotations in different languages. This study aims to reveal issues of the relationship between natural and mathematical language in the teaching of mathematical proof. For this purpose, we examine the grammatical characteristics of language from Japanese and international perspectives...
Article
Full-text available
The aims of the present study are two-fold. The first aim is to reveal the cultural and linguistic issues that need to be considered in the development of curricular content and sequencing for teaching mathematical proof in secondary schools in Japan. The second aim is to elaborate an epistemological perspective that may allow us to understand what...
Conference Paper
Full-text available
This study investigates and compares knowledge in textbooks from Japan and England, focusing on symmetry and transformations at lower secondary level. We adopt the two constructs of the Anthropological Theory of the Didactic: the praxeology and the levels of didactic codetermination. The results show that the sector symmetry and transformation in b...
Chapter
The purpose of this study is to investigate prospective elementary school teachers’ mathematical process knowledge related to argumentation. To achieve this, we focus on prospective teachers’ mathematical argumentation as a key aspect of the mathematical knowledge teachers need for teaching. By referring to the framework of mathematical knowledge f...
Conference Paper
Full-text available
The study clarifies some argumentative characteristics of a square roots lesson sequence introducing an irrational number in a ninth-grade classroom. It focuses on local and global argumentations in order to reconstruct classroom processes. There are two main findings: one is concerned with the transition between different argumentation streams, an...
Poster
Full-text available
The purpose of this study is to show my/our two case studies related to the networking theories in order to consider some meta-theoretical aspects of these studies. The poster illustrates that the first study is concerned with combining and coordinating, and the second study is concerned with integrating. The digital poster will be structured aroun...
Article
This is the first case study intended for the cross-cultural analysis of lesson study between Japan and Thailand. Lesson study is currently an international topic, and we use ‘lesson study’ as a general term. However, our primary concern is whether the meaning of this terminology across languages is identical. We observed lessons on video and creat...
Article
This paper reports on combining semiotic and discursive approaches to reification in classroom interactions. It focuses on the discursive characteristics and semiotic processes involved in the teaching and learning of square roots in a ninth grade classroom in Japan. The purpose of this study is to characterize the development of mathematical disco...
Conference Paper
Full-text available
The purpose of this study is to consider issues in prospective primary school teachers' specialized content knowledge by using a realistic problem. To attain this objective, we focus on mathematical argumentation as the key to mathematical knowledge for teaching. The investigation involves 136 pre-service teachers at a national university in Japan....
Conference Paper
Full-text available
Although proof by mathematical induction (MI) is one of the important methods of mathematical proof, gaps and difficulties have been reported in mathematics education research so far. This study provides an analysis of the essential difficulties with mathematical induction that are experienced by prospective mathematics teachers. We take the notion...
Conference Paper
Full-text available
The aim of this paper is to construct a theoretical framework for curriculum development in the teaching of mathematical proof at the secondary school level. To accomplish this aim, we first search for, through the review of related literature, the principal aspects of mathematical proof that should be taken into consideration for the framework. In...
Conference Paper
Full-text available
This paper reports part of an ongoing developmental study into conceptual change in the teaching and learning of mathematical expressions. It focuses on sixth graders' conceptions of variables and their reification processes. The purpose of this paper is to characterize the conceptions these students have of variables in functional relation in a ma...
Conference Paper
Full-text available
Mathematical reasoning, argumentation, and proof are essential for the development of mathematical knowledge. The purpose of this study is to consider issues in prospective primary school teachers' argumentation by using a problem related to discrete mathematics. To attain this objective, we focus on the problem of parity and investigate the actual...
Conference Paper
Full-text available
The aims of this study are to identify conceptual change situations in mathematics curricular content and to discuss some didactical implications for designing the teaching and learning. Conceptual change can be identified with regard to the particular domain or concept. The focus of this study is on the domain of number, in particular the developm...
Conference Paper
Full-text available
This paper reports empirical part of an ongoing research into the conceptual change in the teaching and learning of mathematics, following the theoretical part (Shinno & Iwasaki, 2008). It focuses on the concept and/or learner's conception of irrational numbers. The purpose of this paper is to analyse process of conceptual change in mathematics les...
Article
The purpose of this paper is to suggest theoretical basis towards a model of conceptual change in terms of the phases of conceptual change. For attaining this purpose, this paper consists of two main parts: in the former part some earlier theoretical framework of conceptual change are critically reviewed in terms of phases of conceptual change and...
Conference Paper
Full-text available
The role of theory in mathematics education differs in different research traditions (Bishop, 1992). Broadly speaking, one of the remarkable philosophical or theoretical stances depends on the descriptive role of theory or prescriptive one. The purpose of this paper is to suggest the prescriptive role of theory of conceptual change (TCC). For attai...
Article
Generally we can point out two different ways in introducing new kinds of numbers as follows (e.g., Courant & Robbins, 1941/ 1996). The first is to represent a result of measurement. The second is to solve algebraic equations. However the relation between the two ways does not still seem to be clear. Although this issue might have been overlooked i...

Network

Cited By