Teachers’ leading whole-class discussions in a mathematics lesson study: From initial understanding to orchestration in practice
Autor(a) principal: | |
---|---|
Data de Publicação: | 2024 |
Outros Autores: | , |
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 |