Résumé
My contribution to the panel will analyze and detail the knowledge incorporated by mathematics teachers in their participation in lesson study. Utilizing an extended model of knowledge for teaching mathematics, combining the cognitive and situated theoretical frameworks of Mathematical Knowledge for Teaching (MKT) (Ball, Thames, & Phelps, 2008) and Levels of Teacher Activity (LTA) (Margolinas, Coulange, & Bessot, 2005), I will describe the relevant pedagogical and content knowledge included in teachers’ collaborative lesson study conversations.
Using data generated from a case study of grade 3 and 4 in-service teachers’ participation in a cycle of lesson study in Switzerland, I will examine the knowledge articulated and incorporated by these teachers in their conversations around planning, conducting, observing and reflecting on a research lesson in mathematics.
I advocate that such coherence and distribution of the different types of teacher mathematical knowledge made explicit across a cycle is a key element of teacher learning in lesson study and a key element to support quality mathematics teaching.
Nom de la manifestation
International Congress of Mathematicians
Date(s) de la manifestation
2018, August 1-9
Ville de la manifestation
Rio de Janeiro
Pays de la manifestation
Brazil
Portée de la manifestation
internationale
Participation sur invitation
oui