Analyzing teacher learning in lesson study: mathematical knowledge for teaching and levels of teacher activity

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Title: Analyzing teacher learning in lesson study: mathematical knowledge for teaching and levels of teacher activity
Authors: Ní Shúilleabháin, AoibhinnClivaz, Stéphane
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Date: Dec-2017
Online since: 2019-03-26T13:01:08Z
Abstract: 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.
Funding Details: Royal Irish Academy: Charlemont Grant
Type of material: Journal Article
Journal: Quadrante: Revista de Investigacao em Educacao Matematica
Volume: 26
Issue: 2
Start page: 99
End page: 125
Keywords: Lesson studyMathematics educationTeacher educationTeacher professional developmentTeacher collaborationMathematical knowledge for teaching
Other versions: http:/
Language: en
Status of Item: Peer reviewed
ISSN: 0872-3915
This item is made available under a Creative Commons License:
Appears in Collections:Mathematics and Statistics Research Collection

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