Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice

Detalhes bibliográficos
Autor(a) principal: Faria, Filipa
Data de Publicação: 2024
Outros Autores: Da Ponte, João Pedro, Rodrigues, Margarida
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.21/17030
Resumo: This study aims to identify how mathematics teachers understand whole-class discussions and to know the influence of lesson study on the way they orchestrate these discussions. This is a qualitative study, conducted with two groups of middle school teachers. We analyze data concerning three teachers, Patrícia, Marta, and Diana, collected through initial individual interviews and observation of three research lessons. Data are analyzed by discourse analysis, establishing a relationship between the discourse about the teachers’ understanding of wholeclass discussions in the initial interview and their subsequent orchestration of this lesson moment. From this relation, we consider the influence of the lesson studies on the teachers’ orchestration practice. The teachers’ discourse in the interviews suggest the existence of a tension between their understanding of the goals of a whole-class discussion and their practice in orchestrating the discussion, causing several challenges. The lesson study contributed to lower these tensions and challenges through the definition of a fluid lesson structure and the appreciation, selection and recording of the students’ activity, enriching the discussion. However, carrying out effective questioning and managing time proved to be complex challenges that deserve attention from further research.
id RCAP_2e05cb755c70c51de09f8fdec7509683
oai_identifier_str oai:repositorio.ipl.pt:10400.21/17030
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str 7160
spelling Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practiceWhole-class discussionMathematical communicationLesson studyTeacher educationThis study aims to identify how mathematics teachers understand whole-class discussions and to know the influence of lesson study on the way they orchestrate these discussions. This is a qualitative study, conducted with two groups of middle school teachers. We analyze data concerning three teachers, Patrícia, Marta, and Diana, collected through initial individual interviews and observation of three research lessons. Data are analyzed by discourse analysis, establishing a relationship between the discourse about the teachers’ understanding of wholeclass discussions in the initial interview and their subsequent orchestration of this lesson moment. From this relation, we consider the influence of the lesson studies on the teachers’ orchestration practice. The teachers’ discourse in the interviews suggest the existence of a tension between their understanding of the goals of a whole-class discussion and their practice in orchestrating the discussion, causing several challenges. The lesson study contributed to lower these tensions and challenges through the definition of a fluid lesson structure and the appreciation, selection and recording of the students’ activity, enriching the discussion. However, carrying out effective questioning and managing time proved to be complex challenges that deserve attention from further research.RCIPLFaria, FilipaDa Ponte, João PedroRodrigues, Margarida2024-01-29T11:36:35Z20242024-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.21/17030engFaria, F. A. B., da Ponte, J. P., & Rodrigues, M. (2024). Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice. European Journal of Science and Mathematics Education, 12(1), 156-174.10.30935/scimath/141492301-251Xinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-31T02:16:26Zoai:repositorio.ipl.pt:10400.21/17030Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:59:15.987695Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice
title Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice
spellingShingle Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice
Faria, Filipa
Whole-class discussion
Mathematical communication
Lesson study
Teacher education
title_short Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice
title_full Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice
title_fullStr Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice
title_full_unstemmed Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice
title_sort Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice
author Faria, Filipa
author_facet Faria, Filipa
Da Ponte, João Pedro
Rodrigues, Margarida
author_role author
author2 Da Ponte, João Pedro
Rodrigues, Margarida
author2_role author
author
dc.contributor.none.fl_str_mv RCIPL
dc.contributor.author.fl_str_mv Faria, Filipa
Da Ponte, João Pedro
Rodrigues, Margarida
dc.subject.por.fl_str_mv Whole-class discussion
Mathematical communication
Lesson study
Teacher education
topic Whole-class discussion
Mathematical communication
Lesson study
Teacher education
description This study aims to identify how mathematics teachers understand whole-class discussions and to know the influence of lesson study on the way they orchestrate these discussions. This is a qualitative study, conducted with two groups of middle school teachers. We analyze data concerning three teachers, Patrícia, Marta, and Diana, collected through initial individual interviews and observation of three research lessons. Data are analyzed by discourse analysis, establishing a relationship between the discourse about the teachers’ understanding of wholeclass discussions in the initial interview and their subsequent orchestration of this lesson moment. From this relation, we consider the influence of the lesson studies on the teachers’ orchestration practice. The teachers’ discourse in the interviews suggest the existence of a tension between their understanding of the goals of a whole-class discussion and their practice in orchestrating the discussion, causing several challenges. The lesson study contributed to lower these tensions and challenges through the definition of a fluid lesson structure and the appreciation, selection and recording of the students’ activity, enriching the discussion. However, carrying out effective questioning and managing time proved to be complex challenges that deserve attention from further research.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-29T11:36:35Z
2024
2024-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.21/17030
url http://hdl.handle.net/10400.21/17030
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Faria, F. A. B., da Ponte, J. P., & Rodrigues, M. (2024). Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice. European Journal of Science and Mathematics Education, 12(1), 156-174.
10.30935/scimath/14149
2301-251X
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
_version_ 1799137076237565952