دورية أكاديمية
Teachers' Leading Whole-Class Discussions in a Mathematics Lesson Study: From Initial Understanding to Orchestration in Practice
| العنوان: | Teachers' Leading Whole-Class Discussions in a Mathematics Lesson Study: From Initial Understanding to Orchestration in Practice |
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| اللغة: | English |
| المؤلفون: | Filipa Alexandra Baptista Faria (ORCID |
| المصدر: | European Journal of Science and Mathematics Education. 2024 12(1):156-174. |
| الإتاحة: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Discussion (Teaching Technique), Classroom Communication, Mathematics Instruction, Mathematics Teachers, Middle School Teachers, Middle School Mathematics, Teaching Methods, Theory Practice Relationship, Lesson Plans, Faculty Development, Foreign Countries |
| مصطلحات جغرافية: | Portugal |
| تدمد: | 2301-251X |
| مستخلص: | 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 whole-class 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1417630 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2301-251X |
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