En lärarutbildning utan didaktisk uppdelning – Ett paradidaktiskt perspektiv på matematiklärarutbildningen i Sverige och Japan

This chapter is a theoretical contribution to the analysis of the relationship between two didactic phenomena in teacher education in Sweden. One is the didactic divide, which deals with a discontinuity between mathematics as a discipline and pedagogy in teacher education; the other is the lack of a distinct common theoretical knowledge about teaching mathematics education among mathematics teacher educators. The chapter first describes the complex structure that characterises teaching in teacher education from an institutional perspective using the anthropological theory of didactics (ATD). It then describes three institutional conditions that underlie the didactic divide and how this phenomenon has been observed in case studies of mathematics teacher education in Japan and Sweden. Based on the two cases, we discuss the possibilities and limitations of a paradidactic infrastructure that bridges a didactic divide. Such theoretical insight can support the education of mathematics teacher educators and contribute a language for analysing and discussing the teaching practice of mathematics teacher education and its institutional conditions.