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Analysing mathematics teacher learning in Lesson Study - a proposed theoretical framework
Date Issued
2017-02-10
Date Available
2019-05-02T12:09:52Z
Abstract
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.
Type of Material
Conference Publication
Publisher
DCU
Start Page
2820
End Page
2827
Copyright (Published Version)
2017 the Authors
Web versions
Language
English
Status of Item
Not peer reviewed
Part of
Dooley, T., Gueudet, G. (eds.). Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017)
Conference Details
The Tenth Congress of the European Society for Research in Mathematics Education (CERME10), Dublin City University, Ireland, 1-5 February 2017
ISBN
978-1-873769-73-7
This item is made available under a Creative Commons License
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