Analysing mathematics teacher learning in lesson study - a proposed theoretical framework
Editeur(s) scientifique(s)
Dooley, ThérèseType de référence
Date
2017Langue de la référence
AnglaisRésumé
The purpose of this paper is to analyse mathematics teacher knowledge incorporated during one cycle of 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 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.Titre de l’ouvrage principal
Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017)Maison d’édition
DCU Institute of Education and ERMEVille d’édition
DublinPays d'édition
IrelandEvaluation par les pairs (peer reviewing)
ouiPortée nationale / internationale
internationalePublic(s) cible(s)
Chercheursprofessionels du domaine
Etudiants
Nom de la manifestation
CERME 10Date(s) de la manifestation
February 1-5, 2017Ville de la manifestation
DublinPays de la manifestation
IrelandURL permanente ORFEE
http://hdl.handle.net/20.500.12162/661La publication existe uniquement sous forme électronique
oui- Tout ORFEE
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