Teachers’ mathematical problem-solving knowledge: In what way is it constructed during teachers’ collaborative work?

Clivaz, Stéphane; Batteau, Valérie; Pellet, Jean-Philippe; Bünzli, Luc-Olivier; Daina, Audrey; Presutti, Sara

doi:10.1016/j.jmathb.2023.101051

Cited by 4 publications

(6 citation statements)

References 13 publications

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“…While colleagues have added to our knowledge of Lesson Study interactions by highlighting aspects of teacher dialogue in knowledge building (Warwick et al, 2016;Vrikki et al, 2017;Clivaz et al, 2023;Vermunt et al, 2023), in this research we have highlighted key elements of teachers' interactions in developing teacher community within Lesson Study. These findings may be particularly relevant since, in this research, exploratory dialogue associated with teacher learning (Vermunt et al, 2023) seems more associated with evolving and mature stages of teacher community.…”

Section: Discussionmentioning

confidence: 95%

“…In this model, the core categories of 'formation of group identity and norms of interaction, ' 'navigating fault lines, ' 'negotiating the essential tension, ' and 'communal responsibility for individual growth' are outlined as relevant to three stages of community development (Grossman et al, 2001) and codes were aligned with the sub-categories of these (Table 1). Aligning with similar research on teacher talk in Lesson Study (Cajkler et al, 2014;Clivaz and Ni Shuilleabhain, 2019;Clivaz et al, 2023), conversational data from Lesson Study meetings were segmented into episodes or stanzas of several turns of speech between two or more teachers which were (1) relevant to the work of Lesson Study and (2) related to one of the 27 sub-categories of formation of teacher professional community (Grossman et al, 2001;Lewanowski-Breen et al, 2021). Items were coded as belonging to one and only one code within the framework.…”

Section: Discussionmentioning

confidence: 99%

“…They highlight 'exploratory' talk, where teachers engage in critical and constructive interactions with one another, as key to the sharing and building of knowledge within teacher collaboration (Littleton and Mercer, 2013). Such 'exploratory' talk has been found to be important in leading to teacher learning in Lesson Study (Dudley, 2013;Warwick et al, 2016;Clivaz et al, 2023;Vermunt et al, 2023).…”

Section: Teacher Community and Teacher Talkmentioning

confidence: 99%

“…Lesson Study has been demonstrated to enhance collaboration and cooperation across various STEM subjects, both for teachers and students: Lesson Study has been conducted within the subjects of physics (Capone et al, 2022), biology (Allen et al, 2004), chemistry (Conceição et al, 2019) and, as a large focus of Lesson Study work, in mathematics (e.g., Lewis and Perry, 2017;Clivaz et al, 2023;Vermunt et al, 2023). It is necessary, however, that teachers maintain fidelity with the Lesson Study model for impacts to teacher and student learning to be achieved (Bjuland and Mosvold, 2015;Lewis and Perry, 2017;Seleznyov, 2019).…”

Section: Lesson Study and Teacher Communitymentioning

confidence: 99%

“…It may also be important to highlight that in navigating fault lines humor played a prominent role in teacher communities in both schools, something also highlighted by Clivaz et al (2023) in their work investigating knowledge building in Lesson Study. In her final interview Fiona in Crannog noted that, where there were differences in opinion, she felt any comments that could have been taken as critical or negative were accepted in good spirit, due to the nature of the group and their sense of comfort working together.…”

Section: Navigating Fault Linesmentioning

confidence: 99%

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From beginning to mature: investigating the development of teacher community through Lesson Study

Ni Shuilleabhain,

Owens,

Seery

et al. 2024

Front. Educ.

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This research investigates the potential of Lesson Study to develop teachers’ professional community. Situated in two case study schools, Doone and Crannog (both pseudonyms), where mathematics teachers participated in multiple, successive cycles of Lesson Study over the course of one academic year, the research details the development of teacher community through teachers’ conversations and reflections. Data was generated through audio recordings of teachers’ Lesson Study meetings and individual interviews with participating teachers. Analysis is based on a framework of professional teacher community which describes discrete phases of development from beginning to mature. Findings from the research suggest that groups of teachers may begin their Lesson Study work at different stages of evolution of teacher community and that Lesson Study has the potential to strength and develop such community over successive cycles. The research demonstrates that teachers’ participation in Lesson Study can provide them with opportunities to recognize and express communal responsibility for individual growth of colleagues, a key feature in the formation of teacher community. The research also highlights the importance of navigating fault lines or differences in ideas and opinions during the Lesson Study work. Findings may offer guidance to facilitators of Lesson Study on elements of teachers’ collaborative work which may benefit from additional focus, such as productively engaging with conflict within a group. This research contributes to the literature on Lesson Study in outlining how this model of professional development may provide a powerful structure within which teacher community can be developed.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Teacher Community and Teacher Talkmentioning

confidence: 99%

Section: Lesson Study and Teacher Communitymentioning

confidence: 99%

Section: Navigating Fault Linesmentioning

confidence: 99%

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From beginning to mature: investigating the development of teacher community through Lesson Study

Ni Shuilleabhain,

Owens,

Seery

et al. 2024

Front. Educ.

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

Siregar,

Putri,

Susanti

2023

BIO Web Conf.

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This research aims to investigate how pre-service teachers think through the process of solving the probability problem related to the daily life context in the maritime region of the Riau Archipelago. The research methods used descriptive qualitative approach. The research subject is a pre-service teacher who have previously taken the Introduction to Mathematical Statistics course in the Mathematics Education program at UMRAH. Testing and interviews used as data collection methods. Qualitative data analysis carried out in three stages, reduction, data presentation, and drawing conclusions. The results show that there are four phases how the subject process the information to folmulate solution, formulate the travel routes through two different ports in Batam City, identifying an itinerary of possible events, calculate the number of samples space, and calculate the probability of event. The results show that the subjects were unable to accurately indentify the sample space based on context, which had an impact on the subjects’ failure to produce the right solution. The maritime context of the Riau Archipelago used was part of the subject’s prior knowledge. The knowledge helps them understand the information presented and construct an idea of how to formulate the itinerary.

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Lesson study in Switzerland: from research to dissemination and back

Clivaz,

Clerc-Georgy,

Oberthaler

et al. 2024

IJLLS

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PurposeThis article aims to evaluate the current state and planned progress of lesson study (LS) in Switzerland, specifically focusing on the efforts made by different university teacher education institutions across three language regions of the country.Design/methodology/approachFirst, a literature review is carried out to establish the LS research situation in Switzerland. In a second step, LS projects implemented in three different language regions across Switzerland and key findings thereof will be presented.FindingsLS in Switzerland has progressed in terms of research, as can be seen from the publication of 18 papers from seven different universities and classified into three categories. The majority of these papers stem from the Lausanne Laboratory Lesson Study. Swiss LS has also attracted attention in some neighbouring countries. Nevertheless, the sustainability of the LS process in Switzerland is still in its infancy. Some unfavourable factors are due to the cantonal and versatile structure of the Swiss education system. However, thanks to the centre of expertise for LS at Lausanne University of Teacher Education, LS is expanding to other regions of Switzerland.Research limitations/implicationsWhile this paper does not delve into extensive research on the development of LS in Switzerland, it highlights the need for further research to analyse the conditions and constraints impacting the sustainability of learning communities in the country.Originality/valueThis paper represents the first literature review specifically addressing LS in Switzerland, offering a comprehensive assessment of its research development. Additionally, it is the first study to examine the development of learning communities across different language regions of the country. Moreover, it shows how LS can be implemented and adapted to the varied educational preconditions in Switzerland.

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Teachers’ mathematical problem-solving knowledge: In what way is it constructed during teachers’ collaborative work?

Cited by 4 publications

References 13 publications

From beginning to mature: investigating the development of teacher community through Lesson Study

From beginning to mature: investigating the development of teacher community through Lesson Study

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

Lesson study in Switzerland: from research to dissemination and back

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