Jacques, L; Clark-Wilson, A; (2020) Developing Questions and Prompts: English Primary Teachers’ Learning about Variation through Lesson Study. In: Borko, H and Potari, D, (eds.) Proceedings of ICMI Study 25: Teachers of mathematics working and learning in collaborative groups. (pp. pp. 348-355). IMCI: Lisbon, Portugal.

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Abstract

This paper reports doctoral work that seeks to reveal the professional learning of 12 primary teachers in England working collaboratively when developing their practices within a school-based professional development initiative. The common goal was to develop questions and prompts associated with promoting learning from variation during three iterative lesson studies. These cycles were observed through the lens of quarternary analysis to capture individuals’ accounts of practice. Thematic analysis of the accounts of teachers’ practices revealed four patterns of questions and prompts for promoting learning from variation: describing relationships, comparing, explaining and noticing. The findings reveal how the community’s awareness of questions and prompts for pupils to generalize increased while awareness of questions and prompts that promoted ‘explanation’ reduced. The community’s awareness of describing relationships and comparing, on aggregate, remained similar across all three lesson studies but in different proportions.

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