Identifying the Logos Block that Composes Para-didactic Praxeology in Mathematics Lesson Design: Case Studies from Pre-service Teachers in Japan

Our cross-cultural study comprised 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 report the results of the first stage of the project, which utilized case studies to characterize Japanese pre-service teachers’ para-didactic praxeologies in mathematics lesson design. Specifically, we analysed the lessons designed by four teams of teachers and focused on the differences and similarities in their logos blocks. The analysis of the four teams’ lesson plans showed that their mathematical praxeologies were almost the same, but their didactic praxeologies were very different. Although the praxis of their specific praxeology differed, their theoretical discourses were commonly based on semi-structured problem-solving.