Analysing mathematics teacher learning in lesson study - a proposed theoretical framework

DC FieldValueLanguage
dc.contributor.authorClivaz, Stéphane-
dc.contributor.authorNí Shúilleabháin, Aoibhinn-
dc.date.accessioned2019-03-27T09:08:28Z-
dc.date.available2019-03-27T09:08:28Z-
dc.date.issued2017-02-
dc.identifier.urihttp://hdl.handle.net/10197/9705-
dc.descriptionThe Tenth Congress of the European Society for Research in Mathematics Education (CERME 10), Dublin, Ireland, 1-5 February 2017en_US
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherEuropean Society for Research Methods in Mathematics Educationen_US
dc.subjectTeacher collaborationen_US
dc.subjectLesson studyen_US
dc.subjectProfessional developmenten_US
dc.subjectMathematical knowledge for teachingen_US
dc.titleAnalysing mathematics teacher learning in lesson study - a proposed theoretical frameworken_US
dc.typeConference Publicationen_US
dc.internal.authorcontactotheraoibhinn.nishuilleabhain@ucd.ieen_US
dc.internal.webversionshttp://cerme10.org/-
dc.statusPeer revieweden_US
dc.neeo.contributorClivaz|Stéphane|aut|-
dc.neeo.contributorNí Shúilleabháin|Aoibhinn|aut|-
dc.internal.rmsid875141535-
dc.date.updated2018-01-25T10:25:51Z-
dc.rights.licensehttps://creativecommons.org/licenses/by-nc-nd/3.0/ie/en
item.grantfulltextopen-
item.fulltextWith Fulltext-
Appears in Collections:Mathematics and Statistics Research Collection
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