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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
Author(s) Groves, Susie
Doig, Brian
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
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Created: Fri, 28 Oct 2016, 13:17:59 EST

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