Focusing on the object of learning and what is critical for learning: a case study of teachers’ inquiry into teaching and learning mathematics
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Date
2013
Authors
Runesson, Ulla
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
During the last decade, Lesson Study, a Japanese professional development model
involving a community of learners, has been spreading to countries around the
world. Lesson Study is a systematic process of inquiry into classroom practices where
teachers collaborate in planning, implementing, observing and revising lessons. The
approach used in the study reported in this paper involves a version of Lesson Study,
namely Learning Study. Whereas the underpinning theory in Lesson Study is often
implicit, Learning Study has an explicit theory that can help teachers to pedagogically
theorise about their practice, students’ learning and the object of learning. Through
one Swedish Learning Study in mathematics, I demonstrate what teachers can learn
by exploring what is critical for their students’ learning and how teaching can be
improved to enhance learning.
Description
Keywords
Lesson Study, Learning Study, Teaching algebra, Teacher learning, Variation theory
Citation
Runesson, U. (2013). Focusing on the object of learning and what is critical for learning: a case study of teachers' inquiry into teaching and learning mathematics. Perspectives in Education: Primary mathematics: addressing the crisis, 31(3), 170-183.