Extraction of lesson design principles to deepen mathematics learning

In the teaching of mathematics in classrooms there is usually a definitive answer to the question or problem being posed, normally with a specific means of arriving at the solution. The problem is that this sometimes leads to teaching methods that simply state things that students are expected to absorb, with no room for discussion. A researcher based at Kagawa University in Japan with a keen interest in mathematics teaching is challenging the notion that in mathematics there are definitive answers, believing that it creates a teaching environment that is not always conducive to effective learning. Associate Professor Mitsuru Matsushima is a former mathematics teacher with a passion for addressing this issue. Matsushima is collaborating with maths teachers. He wants teachers to observe how children are able to deeply learn maths through dialogue in lessons. Matsushima continues to progress research and development that connects theory and practice, and he aims to apply theory-themed practice techniques to young teachers, thereby enabling equity mathematics education for all children.