The role of the knowledgeable other in post-lesson discussions in lesson study
Groves, Susie and Doig, Brian 2016, The role of the knowledgeable other in post-lesson discussions in lesson study, in IGPME 2016: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, International Group for the Psychology of Mathematics Education, [Szeged, Hungary], pp. 315-322.
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Title
The role of the knowledgeable other in post-lesson discussions in lesson study
International Group for the Psychology of Mathematics Education
Place of publication
[Szeged, Hungary]
Summary
Worldwide interest in Japanese Lesson Study as a vehicle to improve mathematics teaching practice through professional learning has left largely unanswered questions about the extent to which it can be replicated elsewhere. This paper reports some of the findings from a small-scale research project, “Implementing structured problem-solving mathematics lessons through lesson study”, carried out in three Australian schools during 2012, and continued in a modified form during 2013 and 2014. In particular, it discusses the potential contribution to teacher professional learningresulting from post-lesson discussion commentaries by “knowledgeable others” with considerable experience of and expertise in lesson study within and outside of Japan.
Language
eng
Field of Research
130208 Mathematics and Numeracy Curriculum and Pedagogy
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