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Direct linkClivaz, Stéphane; Daina, Audrey; Batteau, Valérie; Presutti, Sara; Bünzli, Luc-Olivier – International Journal for Lesson and Learning Studies, 2023
Purpose: The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis. Design/methodology/approach: The…
Descriptors: Dialogs (Language), Interaction, Knowledge Level, Problem Solving
Da Ponte, João Pedro; Quaresma, Marisa; Mata-Pereira, Joana – International Journal for Lesson and Learning Studies, 2023
Purpose: This paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning. Design/methodology/approach: This study is based on the networking…
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice
Collet, Vicki Stewart; Nakawa, Nagisa – International Journal for Lesson and Learning Studies, 2022
Purpose: The purpose of this study was to better understand how lesson study (LS) impacts the pedagogy and attitudes of teachers in varied sociocultural contexts. The authors investigated responses of teachers in Kenya and the USA who were new to LS. Design/methodology/approach: Teacher interviews after LS were qualitatively and inductively…
Descriptors: Foreign Countries, Communities of Practice, Teacher Collaboration, Teacher Attitudes
