Analysing mathematics teacher learning in Lesson Study - a proposed theoretical framework

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Title: Analysing mathematics teacher learning in Lesson Study - a proposed theoretical framework
Authors: Clivaz, Stéphane
Ní Shúilleabháin, Aoibhinn
Permanent link: http://hdl.handle.net/10197/10288
Date: 10-Feb-2017
Online since: 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
Keywords: Teacher collaborationLesson StudyProfessional developmentMathematical knowledge for teachingLevels of teacher activity
Other versions: http://cerme10.org
Language: en
Status of Item: Not peer reviewed
Is 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
Appears in Collections:Mathematics and Statistics Research Collection

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