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, StéphaneNí Shúilleabháin, Aoibhinn
Permanent link: http://hdl.handle.net/10197/9705
Date: Feb-2017
Online since: 2019-03-27T09:08:28Z
Abstract: 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.
Type of material: Conference Publication
Publisher: European Society for Research Methods in Mathematics Education
Keywords: Teacher collaborationLesson studyProfessional developmentMathematical knowledge for teaching
Other versions: http://cerme10.org/
Language: en
Status of Item: Peer reviewed
Conference Details: The Tenth Congress of the European Society for Research in Mathematics Education (CERME 10), Dublin, Ireland, 1-5 February 2017
This item is made available under a Creative Commons License: https://creativecommons.org/licenses/by-nc-nd/3.0/ie/
Appears in Collections:Mathematics and Statistics Research Collection

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