How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework

Abstract

PurposeThe article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis.Design/methodology/approachThe networking between a content analysis framework (Mathematical Knowledge for Teaching Problem-Solving) and a dialogic analysis framework (Lesson Study Dialogue Analysis) is presented. This leads to the construction of indicators to quantitatively and qualitatively code our data: five meetings during one lesson study cycle of a group of eight Swiss primary teachers, working on the teaching of problem-solving.FindingsThis article does not present empirical findings. The developed conceptual framework is the result presented.Research limitations/implicationsThe presented framework allows modelling, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a lesson study. The article does not contain the results of the research.Practical implicationsThe use of our framework can contribute to teacher educators' and facilitators' training by highlighting which types of intervention are favourable to the development of knowledge.Originality/valueOur analysis involves a “systematic coding” approach. It allows a fine-grained analysis of the interactions in relation to the evolution of knowledge. Such a systematic approach offers the possibility of questioning the coded data in various ways.

Exploring Pre-service Teachers’ Cognitive Process in Solving Probability Problems Related to the Maritime Context of the Riau Archipelago

“…Promoting these goals can be achieved by engaging learners in constructing their knowledge concepts and actively solving various problems relevant to the material. This is supported by previous studies indicating that instructional interventions positively impact the development of learners' problem-solving abilities [11,12].…”

Roles, Identities and Interactions of Various Participants in Mathematics Teacher Collaboration

“…Four studies from Theme C papers were selected for RATE mapping, based on selection criteria aiming to cover a variety of methods, actors, foci and scale: since the majority of papers reported on small-scale qualitative studies, 3 of the 4 selected papers (Clivaz & Daina, 2020;Nieman et al, 2020;Schwarts, 2020) represent this choice: however, these three exemplify different methods of data collection and analysis (e.g. stimulated-recall interviews; field notes; fine-grained analysis of PD interactions), as well as different involved actors (e.g.…”

“…4.2), we see the three authors following a school leadership team, comprising the principal and two facilitators of professional learning, collaborating with the target of developing a strong professional community of middle school teachers. Clivaz and Daina (2020) reported their micro-analysis of teachers' interactions while participating in a mathematics lesson study group. Through the RATE mapping (Fig.…”

“…A Lesson Study cycle includes the development of a lesson plan, the implementation of the lesson plan in a classroom by one of the group members, while other teachers observe, and a postlesson discussion to analyse its impact on students' learning, in which the group may decide to plan an improved version of the lesson, and the cycle begins again (Chen & Yang, 2013;Fernandez & Yoshida, 2004;Lewis, 2002;Lewis et al, 2009). In some Lesson Study scenarios, and particularly so in Japan, actors operate in an environment where roles are clearly defined (as discussed in the Theme C paper by Clivaz & Daina, 2020; see also Clivaz & Takahashi, 2018, and Sect. 4.5.3 below).…”

“…Other Theme C papers also touched upon the role of the environment in different collaborations. Clivaz and Daina (2020) discussed Lesson Study where all participants have well-defined roles, and the participation is led by a 'knowledgeable other'. In this case, it can be seen that the environment provided clear demarcation of roles.…”