Now showing 1 - 4 of 4
  • Publication
    Analysing mathematics teacher learning in lesson study - a proposed theoretical framework
    (European Society for Research Methods in Mathematics Education, 2017-02) ;
    The purpose of this paper is to analyse the development of teacher knowledge for mathematics through teacher participation in lesson study. Analysis is undertaken utilising an extended framework which combines both the theoretical frameworks of Mathematical Knowledge for Teaching (Ball et al., 2008) and Levels of Teacher Activity (Margolinas et al., 2005). The proposed framework is situated as a tool to detail and analyse the use and evolution of mathematics teacher knowledge in planning, conducting, and reflecting on research lessons in a lesson study cycle in a primary-school case study in Switzerland.
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  • Publication
    Analysing mathematics teacher learning in Lesson Study - a proposed theoretical framework
    The purpose of this paper is to analyse mathematics teacher knowledge incorporated during one cycle of lesson study. Analysis is undertaken utilising an extended framework which combines both the theoretical frameworks of Mathematical Knowledge for Teaching (Ball et al., 2008) and Levels of Teacher Activity (Margolinas et al., 2005). The proposed framework is situated as a tool to detail and analyse the use of mathematics teacher knowledge in planning, conducting, and reflecting on research lessons in a lesson study cycle in a primary-school case study in Switzerland.
      182
  • Publication
    Developing mathematics teachers' pedagogical content knowledge in lesson study: Case study findings
    Purpose: The purpose of this paper is to investigate the development of mathematics teachers' pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach: In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings: Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning.Originality/value: This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.
    Scopus© Citations 35  1168
  • Publication
    Analyzing teacher learning in lesson study: mathematical knowledge for teaching and levels of teacher activity
    In this paper, we analyze and detail the knowledge incorporated by mathematics teachers in their participation in lesson study. Utilizing an extended theoretical framework of mathematics teacher knowledge, combining the cognitive frameworks of Mathematical Knowledge for Teaching and Levels of Teacher Activity, we detail the knowledge articulated in teachers’ collaborative lesson study conversations. "is theoretical framework is presented as a theoretical tool to detail the incorporation of mathematics teachers’ knowledge in planning, conducting, and reflecting on research lessons in lesson study. Using data generated in two case studies, one from the Republic of Ireland (post-primary) and another from Switzerland (primary), we examine the knowledge articulated by mathematics teachers in their planning and reflection of a research lesson. We detail this knowledge using qualitative excerpts and provide quantitative analysis of the knowledge categories incorporated by teachers in each phase of a lesson study cycle. Our analysis provides evidence that, in their participation in lesson study, teachers draw on and incorporate all elements of their mathematical knowledge for teaching at all levels of teacher activity when planning and reflecting on a research lesson.
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