Teachers’ mathematical problem-solving knowledge: In what way is it constructed during teachers’ collaborative work?
Type de référence
Langue de la référenceAnglais
Référence APAClivaz, S., Batteau, V., Pellet, J.-P., Bünzli, L.-O., Daina, A., & Presutti, S. (2023). Teachers’ mathematical problem-solving knowledge: In what way is it constructed during teachers’ collaborative work? Journal of Mathematical Behavior (The), 69, 1-19. Retrieved from http://hdl.handle.net/20.500.12162/6614
RésuméThis research aims to analyze the type of mathematics problem-solving knowledge for teaching used when working collaboratively in a Lesson Study (LS) process and examine how dialogic interactions contribute to knowledge construction. Five meetings during one LS cycle of a group of eight Swiss primary teachers were video recorded, transcribed and coded with the help of qualitative data analysis software. This analysis is conducted by crossing theoretical frameworks from two different fields in education, namely mathematics education and dialogic analysis. The mixed-method uses quantitative analysis with Markov chains and cross-tables, as well as qualitative analysis at micro-, meso- and macro-levels. This research suggests that participants collectively use their mathematics and their problem-solving content knowledge to focus on pedagogical problem-solving knowledge, that they navigate between different knowledge levels and that the roles of teachers and facilitators are differentiated but are also coequal.
Titre du périodiqueJournal of Mathematical Behavior (The)
Evaluation par les pairs (peer reviewing)oui
Portée nationale / internationaleinternationale
Volume / tome69
professionels du domaine
URL permanente ORFEEhttp://hdl.handle.net/20.500.12162/6614
Autre(s) URL(s) permanente(s)http://doi.org/10.1016/j.jmathb.2023.101051
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