Research Report: a Study of Japanese Primary School Teacher Practices During Neriage

Abstract

This research aims at analyzing teacher practices in a Japanese context with a focus on the neriage, a specific phase of structured problem solving lessons. We analyze teacher practices with the specific tools of the double didactical and ergonomical approach, during a neriage that takes place during a sequence of lessons on length in 3rd year of primary school. This research highlights some characteristics of practices during neriage promoted in the problem solving approach.