Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line

Abstract

PurposeThis paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study.Design/methodology/approachAn expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process.FindingsThe analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding.Originality/valueThis study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.

Analysis and Dissolution of Potential Contradictions in Thematic Lessons from a Cultural-Historical Activity Theory Perspective

“…In terms of working mode, LS consists of four stages: (a) study, where learning objects are set for students based on their learning status; (b) plan, where the community collaborates to design a research lesson to achieve the learning objects; (c) teach, where community members teach this lesson in the classroom as well as record the lesson; and (d) reflect, where the research lesson is reflected on and improved based on the classroom records [8]. Although some researchers nuanced these stages, a consensus has been reached concerning the critical characteristics of LS, including the emphasis on collaboration among groups [15] and evidence-based lesson analysis [24]. Empirical studies have shown that LS can enhance teachers' understanding of teaching and learning, improve their ability to design teaching, and facilitate their practice of curriculum ideas [9,[25][26][27][28], as evidenced by the fact that its significance in promoting teachers' sustainable professional development has been extensively recognized at the international level.…”

“…Along with rapidly iterating curriculum standards and emerging pedagogical ideas, coupled with closer interactions, discussions, and seminars between university researchers and frontline teachers, various LSs are taking place in regular teaching in Chinese elementary and secondary schools (e.g., [15,29]. Chinese pedagogical research activities are dedicated to producing high-quality, exquisite lessons (jingpin lessons, in Chinese), and thus LS often involves an iterative cycle of study, design, formulation, reflection, and refinement [11,29] and usually requires intellectual support from academic and practical experts to build such exquisite lessons [13].…”

“…Chinese pedagogical research activities are dedicated to producing high-quality, exquisite lessons (jingpin lessons, in Chinese), and thus LS often involves an iterative cycle of study, design, formulation, reflection, and refinement [11,29] and usually requires intellectual support from academic and practical experts to build such exquisite lessons [13]. This LS paradigm, dedicated to promoting teachers' sustainable professional development, has been proven to build teachers' willingness and capacity to continuously improve their teaching design, refine their teaching practices [26], and positively impact the enhancement of K-12 school instruction [15,30]. However, to our knowledge, fewer LSs seem to have paid attention to student learning in the lessons implemented [8,16], and even fewer studies have focused on student learning in a TL classroom environment.…”

“…Lesson study (LS) has been noticed by educators in different cultures when designing and implementing innovative or emerging pedagogical approaches due to its working mode being cyclical, progressive, constantly refined, and iterative, and the advantage of collaborative participation of multiple groups, including researchers and teachers, as well as assembling collective intelligence (e.g., [8][9][10][11]). Notably, existing LSs seem to have concentrated more on teachers' sustainable development during such collaborative research activities (e.g., [12][13][14][15]), with less attention paid to student learning in the implemented lessons [16].…”