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Uneven teacher learning in lesson study: Towards a theory of teacher learning
Citation
Leong, Y. H., Tay, E. G., Quek, K. S., Yap, S. F., & Toh, W. Y. K. (2017). Uneven teacher learning in lesson study: Towards a theory of teacher learning. The Mathematics Educator, 17(1), 79-103. http://math.nie.edu.sg/ame/matheduc/tme/tmeV17_1/paper4.pdf
Abstract
In this article, we confront the (hardly acknowledged) issue of uneven learning among members of Lesson Study teams. The site of research is a Singapore secondary school where the mathematics department had been involved in a number of Lesson Study projects over a five-year period. Based on interviews with two mathematics teachers who had different backgrounds and histories of participation in these projects, we examine the trajectories of their learning in a most recent Lesson Study on Number Patterns. We conjecture lessons for teacher development in relation to the framing concept of “standpoints”.
Date Issued
2017
Publisher
Association of Mathematics Educators
Journal
The Mathematics Educator