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. Attached Files Name Description MIMEType Size Downloads Title The role of the knowledgeable other in post-lesson discussions in lesson study Author(s) Groves, Susie Doig, Brian orcid.org/0000-0001-8971-6619 Conference name International Group for the Psychology of Mathematics Education. Conference. (40th: 2016: Szeged, Hungary) Conference location Szeged, Hungary Conference dates 3-7 Aug. 2016 Title of proceedings IGPME 2016: Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education Editor(s) Csíkos, C. Rausch, A. Szitányi, J. Publication date 2016 Start page 315 End page 322 Total pages 8 Publisher 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 Socio Economic Objective 930202 Teacher and Instructor Development HERDC Research category E1 Full written paper - refereed ERA Research output type E Conference publication Copyright notice ©2016, International Group for the Psychology of Mathematics Education Persistent URL http://hdl.handle.net/10536/DRO/DU:30088311 Document type: Conference Paper Collections: School of Education Open Access Checking Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges   Connect to conference website Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 28 Oct 2016, 13:17:59 EST Sat, 29 Oct 2016, 04:01:18 EST Sat, 05 Nov 2016, 05:05:51 EST Fri, 18 Nov 2016, 11:46:00 EST Fri, 18 Nov 2016, 11:54:34 EST Fri, 06 Jan 2017, 09:52:29 EST Wed, 01 Mar 2017, 13:50:28 EST Thu, 02 Mar 2017, 07:23:32 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 74 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Fri, 28 Oct 2016, 13:17:59 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.