Mathematical knowledge for teaching problem-solving: Dialogic construction during a lesson study.

Abstract

This research aims to analyse the type of mathematics problem-solving knowledge for teaching used when working collaboratively in a lesson study process and examine how dialogic interactions contribute to knowledge construction. One part of the research is addressed here, using quantitative analysis with Markov chains. The results suggest that participants collectively use their mathematics and their problem-solving content knowledge to focus on pedagogical problem-solving knowledge.