Jacques, Laura;
(2023)
Task-Design Lesson Study – A methodological tool for exploring mathematics teachers’ task-design principles and pedagogic practices.
In: Drijvers, P and Csapodi, C and Palmér, H and Gosztonyi, K and Kónya, E, (eds.)
Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13).
(pp. pp. 4956-4963).
Alfréd Rényi Institute of Mathematics and ERME: Budapest, Hungary.
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Abstract
The primary function of lesson study is to enable teacher professional learning. Accordingly, much of the existing research literature that involves lesson study, reports the professional learning outcomes for the participating teachers. However, research that reports scientific knowledge from studies in which the lesson study constitutes the research design is scarce. This paper proposes a new model of lesson study called Task-Design Lesson Study (TDLS) developed as a methodological tool for a recent study in England, with which to explore in-service teachers’ design principles and accompanying pedagogical practices. By theorizing TDLS as a community of inquiry, this paper argues that TDLS can provide: i) a space for teachers’ professional inquiry activity; and ii) a methodological tool from which to construct scientific knowledge.
| Type: | Proceedings paper |
|---|---|
| Title: | Task-Design Lesson Study – A methodological tool for exploring mathematics teachers’ task-design principles and pedagogic practices |
| Event: | Congress of the European Society for Research in Mathematics Education (CERME 13) |
| Location: | Budapest, Hungary |
| Dates: | 10 Jul 2023 - 14 Jul 2023 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://hal.science/CERME13 |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Lesson Study, teacher collaboration, mathematics task design |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10192522 |
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