ABSTRACT This paper deals with the nature of teaching mathematical thinking and presents a case study of a single Japanese lesson where the characteristics of mathematical thinking and the teaching thereof are identified in relation to multiplication. The raison d’être for this teaching is questioned and investigated by looking at how multiplication is described in the curriculum and representative textbook material. It is seen how Japanese teachers are institutionally conditioned to incorporate mathematical thinking in the context of multiplication, something which may appear in contrast to other countries. The lesson is analysed using the notion of praxeologies and didactic co-determination conceptualised in the Anthropological Theory of the Didactic.

中文翻译：

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无形任务——日本小学数学思维教学的启示性案例

摘要 本文讨论了数学思维教学的性质，并提供了一个单一的日语课的案例研究，其中确定了数学思维的特征及其教学与乘法相关。通过查看课程和代表性教科书材料中如何描述乘法，对这种教学的存在理由进行了质疑和调查。可以看出日本教师在制度上是如何在乘法的背景下融入数学思维的，这可能与其他国家形成鲜明对比。使用人类学教学理论中概念化的行为学和教学共同决定的概念来分析课程。