Project

Teachers’ mathematical discourse on student learning and teaching practice - a commognitive perspective on teachers' professional development in Lesson Study.

Goal: I want to study what teachers can learn about teaching practice and student learning in mathematics during Lesson Study, through a commognitvie perspective.

Date: 1 August 2015 - 1 August 2018

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Project log

Anita Tyskerud
added a research item
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 on teaching. From analysis of an empirical example, three characteristics of the teachers' discourse on teaching are identified. Firstly, students' learning is described as static conditions. Secondly, assumptions are made about prerequisites for developing understanding of students in these static conditions. Thirdly, dialogue between "weak" and "able" students are described as important for students' learning. These three characteristics become interesting when studying teacher learning in Lesson Study-in terms of change in discourse.
Anita Tyskerud
added a research item
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 of teaching volume in terms of discourse, and shows how an undesirable and unexpected result from the first research lesson can be attributed to the communicational work of teaching rather than to lack of skills among students.
Anita Tyskerud
added a project goal
I want to study what teachers can learn about teaching practice and student learning in mathematics during Lesson Study, through a commognitvie perspective.
 
Anita Tyskerud
added an update
This conference paper present some of my findings early in my analysis.
Data is collected from the first LS-cycle, and the planning-stage.
 
Anita Tyskerud
added a research item
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 change in discourse. Analysis of the group members' discourse, provide an indication of what the teachers have learned during LS processes. This paper presents some of the findings from the study, which investigates the discourse from the first cycle. The findings elaborated upon here, provide a foundation for further work by identifying the discourse in the first cycle. This makes it possible to compare the discourses in the latter work – in order to investigate if the discourse have changed.
Anita Tyskerud
added an update
This conference paper presents the planned methodology for my PhD-thesis.
I have done some adjustments in my further work.
 
Anita Tyskerud
added a research item
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. LS and teaching practice are in the study regarded as object-oriented activities. It is claimed that indications of what the teachers learn during LS processes can be uncovered by the use of discourse analysis because learning is considered as a change in discourse.