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Analysing mathematics teacher learning in lesson study - a proposed theoretical framework
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| File | Description | Size | Format | |
|---|---|---|---|---|
| CERME10TSG18_ClivazNiShuilleabhain.pdf | 173.14 kB | Adobe PDF | Download |
| Title: | Analysing mathematics teacher learning in lesson study - a proposed theoretical framework | Authors: | Clivaz, Stéphane Ní Shúilleabháin, Aoibhinn |
Permanent link: | http://hdl.handle.net/10197/9705 | 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 collaboration; Lesson study; Professional development; Mathematical 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 |
| Appears in Collections: | Mathematics and Statistics Research Collection |
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