Anita Tyskerud

University of Stavanger (UiS) · Department of Education and Sports Science

There has been a call for more theory-driven research that investigates how teachers learn from participating in Lesson Study. This study responds to that call by using the commognitive theory for investigating teachers' learning in and from Lesson Study. Learning is regarded as a change in discourse, and the study investigates teachers' discourse...

This study adds to research on volume and spatial reasoning by investigating teacher-learner interactions in the context of Lesson Study. Our analysis illustrates how the mathematical object of volume is realized, and what metarules of discourse that can be observed over two iterations of a research lesson. The study unpacks the mathematical work o...

To investigate what teachers learn from Lesson Study (LS), focusing on teaching practice and student learning in mathematics, this study uses a coordination of activity theory and the commognitive theory as theoretical and analytical framework. LS and teaching practice are considered as object-oriented activities, and learning is regarded as a chan...

The study, whose methodological approach is the focus of attention in this paper, is a qualitative, single longitudinal case study. The object of study is Lesson Study (LS), and the unit of analysis is two LS cycles. What teachers learn about teaching practice and student learning in mathematics from participating in the two cycles is investigated....