How dialogic interactions contribute to the construction of teachers’ mathematical problem-solving knowledge

Abstract

This research aims to analyse how dialogic interactions contribute to the construction of teachers’ mathematical problem-solving knowledge. The meetings during one lesson study cycle of a group of ten Swiss primary teachers were video recorded and transcribed. The ongoing analysis is conducted by crossing dialogic analysis (e.g., Kershner et al., 2020) on the one hand, and mathematical knowledge for teaching (Ball et al., 2008) and Mathematics Problem-Solving Knowledge for Teaching (MPSKT, Chapman, 2015), on the other hand. Preliminary results showed how the roles of the participants (facilitators, participating teachers) shaped their contributions in the dialogue and their use of MPSKT. Updated results will be included in the presentation. This research should bring significant contributions both from theoretical (networking of two families of theories, fine-grained characterisation of the link between lesson study dialogue and teachers’ knowledge development) and practice (for example, facilitators' moves to stimulate rich dialogue in order to develop shared knowledge) points of view.