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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dc.contributor.authorRunesson, Ulla
dc.date.accessioned2016-07-21T08:50:58Z
dc.date.available2016-07-21T08:50:58Z
dc.date.issued2013
dc.description.abstractDuring 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.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationRunesson, 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.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3661
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectLesson Studyen_ZA
dc.subjectLearning Studyen_ZA
dc.subjectTeaching algebraen_ZA
dc.subjectTeacher learningen_ZA
dc.subjectVariation theoryen_ZA
dc.titleFocusing on the object of learning and what is critical for learning: a case study of teachers’ inquiry into teaching and learning mathematicsen_ZA
dc.typeArticleen_ZA
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PiE 2013 Volume 31 Issue 3