Study of teacher’s practices during neriage phase of mathematics research lesson

Abstract

This research takes place during Japanese Lesson Study in mathematics at primary school. This research focuses on teacher’s practices in the framework of the Double didactical and ergonomical Approach (Robert & Hache, 2013). Teacher’s practices are all work done by the teacher, whether before, during, or after class time. The main idea is that the teacher’s choices are determined by factors related to student learning, but also by external constraints. Thus, practices are analyzed with five components: two related to the class management (cognitive and mediative), and three related to professional aspects (personal, social and, institutional). The research question concern the teacher’s practices during specific whole-class discussions. How can we characterize components of practices during specific whole-class discussions? For this qualitative research, the research data comes from Lesson Study: videos of lessons, videos of meetings before and after lessons and, all written data concerning these lessons and meetings. This research highlights the authenticity, richness and full data to understand culturally embedded practices, during specific whole-class discussions. The mediative and cognitive components are characterized with lesson plan, chalkboard and, teacher’s interventions during the lessons. The personal, social and, institutional components are characterized mainly from teacher’s interventions during meetings, and teacher’s reports.