Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19440
Title: 
Authors: 
Keywords: 
Lesson study
Number patterns
Teacher learning
Mathematics problem solving
Issue Date: 
2017
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. Retrieved from 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”.
URI: 
ISSN: 
0218-9100
Website: 
Appears in Collections:Journal Articles

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