Clivaz, Stephané and Ní Shúilleabháin, Aoibhinn 
ORCID: 0000-0003-4823-495X
(2017)
Analysing mathematics teacher learning in Lesson Study - a proposed theoretical framework.
In: The Tenth Congress of the European Society for Research in Mathematics Education (CERME10), 1-5 Feb 2017, DCU, Dublin, Ireland.
Abstract
The purpose of this paper is to analyse mathematics teacher knowledge incorporated during one cycle of lesson study. Analysis is undertaken utilising an extended framework which combines both the theoretical frameworks of Mathematical Knowledge for Teaching (Ball et al., 2008) and Levels of Teacher Activity (Margolinas et al., 2005). The proposed framework is situated as a tool to detail and analyse the use of mathematics teacher knowledge in planning, conducting, and reflecting on research lessons in a lesson study cycle in a primary-school case study in Switzerland.
Metadata
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Event Type: | Conference |
| Refereed: | Yes |
| Uncontrolled Keywords: | Teacher collaboration, Lesson Study, professional development, mathematical knowledge for teaching, levels of teacher activity |
| Subjects: | Social Sciences > Education Social Sciences > Teaching Mathematics |
| DCU Faculties and Centres: | DCU Faculties and Schools > Institute of Education DCU Faculties and Schools > Institute of Education > School of STEM Education, Innovation, & Global Studies Research Institutes and Centres > Research Centre in Science, Technology, Engineering, and Mathematics (STEM) Education (CASTel) |
| Published in: | Proceedings of the The Tenth Congress of the European Society for Research in Mathematics Education (CERME10). . CERME. |
| Publisher: | CERME |
| Official URL: | https://hal.archives-ouvertes.fr/hal-01949059 |
| Copyright Information: | Authors |
| ID Code: | 31920 |
| Deposited On: | 08 Dec 2025 11:09 by Tom Feeney . Last Modified 08 Dec 2025 11:09 |
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